VCE Subject Selection
Handbook
2015
1
Bayside Christian College
VCE Subject Selection Handbook 2015
Address:
120-128 Robinsons Road, Langwarrin South 3911
Postal Address:
P.O. Box 37, Frankston 3199
Phone:
(03) 5971 6700
Email:
[email protected]
Website:
www.baysidecc.vic.edu.au
VCE Learning Team Leader: Mrs Rachelle Cooper
[email protected]
Domain Leaders:
English
Mrs Nicole Rietveld
[email protected]
Maths
Mr Paul Mathews
[email protected]
Science
Mrs Angie Mathews
[email protected]
Health/P.E.
Mr Ken Berry
[email protected]
Humanities
Mrs Lara Curtis-Morris
[email protected]
Arts/Technologies
Mrs Lara Curtis-Morris
[email protected]
Learning Support
Mrs Angie Mason
[email protected]
Mrs Hilary Mahoney
hilary.mahoney @baysidecc.vic.edu.au
Careers & VET:
College Verse: Ephesians 4:13
“Until we all reach unity in the faith and in the knowledge of the Son of God and become
mature, attaining to the whole measure of the fullness of Christ”.
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Table of Contents
Introduction
5
Student Expectations
5
Glossary
6
Victorian Certificate of Education (VCE)
8
Selecting a VCE Program
8
Study Pre-requisites
9
VCE Subject Offering Process
9
Assessment & Reporting
10
Minimum Scores
10
Attendance
11
General Achievement Test (GAT)
11
Acceleration Program
11
VCE Vocational Education & Training (VCE VET)
12
VCE Subjects offered in 2015
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Introduction
Bayside Christian College is a Christian Education National school, committed to the guidance and
equipping of young people to live and work as Christians, to serve God and their fellow humanity in their
lives.
The Victorian Certificate of Education (VCE) is the certificate that most students in Victoria receive on
satisfactory completion of their secondary education. The VCE provides diverse pathways to further study
or training at university or TAFE and to employment. All subjects taught in Years 11 and 12 at Bayside
Christian College, while conforming to the basic design of the VCE as required by the Victorian Curriculum
Assessment Authority, are taught from a Christian perspective. This teaches the students to discern,
evaluate and confront issues within each study using God-given principles derived from Scriptures.
At Bayside Christian College the educational environment reinforces that the purpose in each student’s life
is to enjoy and glorify God. Academic ability and aptitude are not the keys to success in VCE studies;
success will be gained through commitment to complete all set outcomes aided by application to home
study.
Student Expectations
As well as meeting all the normal requirements of students, VCE students at the College will be expected to
give special attention to:
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Seeking to serve others for their good and for the better discovery and nurture of their own gifts.
Self-centred behaviour does not fit with the ethos of community in this Christian College
Being excellent role models for both younger students and peers by exhibiting maturity at all times.
Being properly attired in uniform at all times while attending the College or related functions and
excursions. Students attending the College during study leave or exam times should be in full
college uniform.
Being punctual at all times to home groups and classes (including study periods).
Making wise and diligent use of their studies and free periods.
Showing the utmost respect and courtesy to all members of the College staff, visitors and parents.
Taking a prominent role in combined College events where possible such as assemblies and sports.
Respecting others’ property and privacy in the study rooms at all times. Students who do not
conform to this expectation will lose the privilege of using the study room.
Committing to the life of a full time student completing set work and participating in private study.
For further, more detailed information about policies and procedures concerning the day-to-day
regulations of the VCE, students should refer to the current VCE Policy Handbook.
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Glossary
The following list attempts to define the most common terminology used in the VCE
Assessment
Units 1 and 2: Students will complete school-based assessment tasks, which will be graded and reported to
parents on a school report. Satisfactory completion of outcomes will also be included.
Units 3 and 4: Students will undertake assessment tasks, which are set externally by the Victorian
Curriculum and Assessment Authority (VCAA). Every student in Victoria who is studying a particular unit
will do the same assessment tasks. Some of these will be assessed initially by the school and then checked
by a state panel of reviewers, and will undergo Statistical Moderation. At least one of the assessment tasks
will be conducted under examination conditions.
Australian Tertiary Admission Rank (ATAR)
Students who complete the VCE will receive an ATAR, which is the overall ranking given to a student based
on the study scores achieved. It is on a scale of 0-100 and is used by universities and TAFE institutes to
select students for their courses.
Outcomes
Each VCE unit includes a set of two to four outcomes which explains what a student must know or be able
to do to satisfactorily complete a unit. Achievement of outcomes is based on the teacher’s assessment of the
student’s performance on assessment tasks designated for the unit. Satisfactory completion of a unit is
determined by the College, in accordance with VCAA requirements.
Satisfactory Completion
To gain credit for a unit, a student must satisfactorily meet all of the criteria for set outcomes. Outcomes
and associated tasks are the sole basis for determining whether or not a student has satisfactorily
completed a unit.
School Assessed Coursework (SAC)
School-assessed coursework is made up of a number of assessment tasks to assess the unit’s learning
outcomes as specified in the study design.
School Assessed Coursework is completed within a limited time frame and is a part of the regular teaching
and learning program. If a student is absent for a SAC for any reason (illness, holidays, or other personal
business) they will be required to provide documentary evidence for their absence (e.g. medical certificate,
police or pastoral statement) and complete a similar task at another time.
Bayside Christian College wishes to advise students and parents that staff will provide feedback to students
of their scores in each study. However the College wishes to draw your attention to the fact that the total
scores for coursework assessment tasks may change as a result of Statistical Moderation carried out by the
Victorian Curriculum Assessment Authority.
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School-assessed Tasks (SAT)
A number of Unit 3 & 4 studies use SATS to assess students. SATs are practical assignments which run over
the two units.
Statistical Moderation
The statistical moderation process is used to adjust each school’s coursework scores for each study to match
the level and spread of the combined examination and GAT scores for the students in that school doing that
study.
Study Designs
Study Designs are the documents produced by the Victorian Curriculum and Assessment Authority (VCAA)
that outline the areas of study and explain the key knowledge and skills students need to acquire to achieve
the learning outcomes for the current accreditation period of each VCE Study.
Each study design is available online from the VCAA website.
http://www.vcaa.vic.edu.au/vce/studies/index.html
Studies
A study is a subject available in the VCE and is made up of a sequence of four semester Units.
Field of Study:
A field of study is a specific content area. (eg. English, Mathematics, Science)
Title of Study:
The name given to the particular focus within a field of study.
Area of Study:
The specific topics for study within each unit.
e.g. Field of Study – Science, Title of Study – Chemistry, Area of Study – ‘Periodic Table’
Study Score
A study score is a score from 0-50, which shows how a student has performed in a study, relative to all
other students doing that same study. It is based on the results for school assessments and external exams.
Unit:
A unit consists of a semester’s (half year’s) work and involves 100 hours of study of which 50-60 hours will
be class time and the remainder hours as individual student homework, research and study time.
Units 1 and 2 are designed to be ‘self-contained’ and students may take independent units at this level.
Units 3 and 4 are to be taken as a complete sequence; that is, enrolling in Unit 3 means enrolling in Unit 4
also.
VCAA - Victorian Curriculum and Assessment Authority
The Victorian State Government is the authority responsible for conducting the VCE.
VET - Vocational Education and Training
A range of nationally recognised vocational certificates now integrated within the VCE.
VTAC - Victorian Tertiary Admissions Centre
VTAC is the organisation which administers a selection system for undergraduate courses on behalf of
Victorian universities and TAFE colleges. It is responsible for producing the ATAR scores.
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Victorian Certificate of Education (VCE)
The VCE is a two-year qualification that is typically taken over the two final years of secondary education.
Most students will have completed a VCE Unit 1 and 2 subject during Year 10; however, most VCE subjects
are undertaken in Years 11 and 12. Successful completion of the VCE is based on satisfactory completion of
work requirements and outcomes.
To graduate with a VCE, students must satisfactorily complete at least sixteen (16) of the units for which
they have studied, including English or Literature. Up to eight (8) of the units of study may be VCE VET
Units obtained across a maximum of two VET programs.
The usual program at Bayside Christian College looks like this:
Year 10 - 2 units (1 study/subject)
Year 11 - 12 units (6 studies/subjects)
Year 12 - 10 units (5 studies/subjects)
Sample program:
Study/Subject
Year 10
Year 11
Year 12
Semester 1 & 2
Semester 1 & 2
Semester 1 & 2
Unit 1 & Unit 2
Unit 3 & Unit 4
English or Literature
(compulsory)
Health/Human
Unit 1 & Unit 2
Unit 3 & Unit 4
Business
Unit 1 & Unit 2
Unit 3 & Unit 4
General Maths
Unit 1 & Unit 2
Unit 3 & Unit 4
Legal Studies
Unit 1 & Unit 2
VCE VET Dance
Unit 1 & Unit 2
Unit 3 & Unit 4
To achieve the VCE, a minimum of 4 consecutive Unit 3 & 4 studies must be taken, achieving an ‘S’ in all
subjects. Of these 4 studies, one of them must be English or Literature. Students will usually complete 6
studies at Units 3 & 4 level, which gives them the likelihood of a higher ATAR.
Selecting a VCE Program
The best advice is to choose studies:
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Which the student enjoys – as these are generally the areas where the most success is met.
In which the student achieves well – success is generally a positive motivating factor.
That the student may need for future study or work – prerequisite studies must be completed.
Which maintain and develop the student’s special skills and talents.
The Careers Officer will meet with students individually to assist with the selection of their VCE program,
as it is extremely important that wise and informed decisions are made. Many of the decisions made about
subject choices at the end of the Year 10 can affect access to further study and career options in later years.
Universities and TAFEs publish lists of pre-requisites Units 1 -4 studies for each of their courses, so that
students can ensure that they choose the required studies in order to gain tertiary entrance.
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Students should aim to have a balanced course. Many students wish to change direction even in the last
two years of schooling and this may not be possible if a narrow range of options has been chosen. The best
idea is to keep as many options open for as long as possible. Before completing the VCE Subject Selection
Sheet, the study outlines should be consulted.
Some Units 3 and 4 studies are best attempted by first completing preparatory studies at Units 1 and 2
levels. For example, if you wish to pursue Physics Units 3 and 4, it would be sensible to complete Physics
Units 1 and 2.
Students should be realistic in their choices. There is a major jump in the quality and quantity of work
associated with VCE studies.
Most importantly students should spend time in prayer, and seeking wise counsel e.g. parents, teachers,
pastors, youth leaders about their future directions and how best to use the gifts God has given them.
Study Pre-requisites
Students attempting Maths Methods, Physics and Chemistry, must demonstrate a ‘C’ average in Maths and
Science in Year 10, and in Units 1 & 2 in Year 11 in order to continue in Year 12. Students who fail to
maintain a ‘C’ average in Units 1 & 2 (Year 11) will not be permitted to continue study in Units 3 & 4 (Year
12). This is to make sure students are properly matched to subjects, so that they get the best possible results
for the VCE.
VCE Subject Offering Process
Bayside Christian College has been proud to offer a range of subjects to our students since our first VCE
year in 1996. The variety of subjects on offer has always been remarkable considering our comparatively
small size. As far as possible student’s preferences are catered for ‘in-house’; however, where that is not
possible the College endeavours to cover the subject externally.
Subjects will be offered in the following manner:
1) Year 10 students and their families attend the VCE Information Night, where the general
information and subject offerings for the following year are distributed.
2) Students choose their course and submit their subject preferences for the following year.
3) Students attend a careers counselling session to ensure they have a pathway plan.
4) Survey results are collated and subject blocks are formed.
5) Teachers are allocated and the timetable is developed accordingly.
The decision to offer a subject depends upon student demand and the resources available. A subject is not
generally offered ‘in-house’ if there is less than 6 students interested; however, in some circumstances, other
arrangements may be made, such as Distance Education or attending another facility for that subject.
As far as possible, blocks are formed that prevent subject ‘clashes’; however, on occasion, this may not
always be possible. Once the blocks have been developed, it is possible to change subject preferences only if
they exist within the same timetabled block. Again, this should be done only after careers counselling has
been sought and the appropriate paperwork completed.
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Assessment & Reporting
Each unit of VCE study has between 2 – 4 outcomes - key knowledge and skills - that must be achieved in
order to satisfactorily complete that unit. Satisfactory completion is reported as an ‘S’. Not meeting the
requirements for satisfactory completion is reported as an ‘N’.
Note: an ‘N’ grade in any Unit 3 or 4 (Year 12) subject will mean a Fail. The VCE Learning Team Leader
will inform parents if students are in danger of failing.
There are two types of school assessment for VCE studies:
School assessed coursework (SAC) – these assess performance on the assessment tasks as
specified in the study design. These tasks are mainly undertaken in class time.
School assessed tasks (SAT) – These tasks are the same for each school and the VCAA specifies
how marks and grades are to be awarded. This form of assessment occurs in practical type units.
External Examinations - Units 3 and 4 have external examinations that are set and marked by the
VCAA. Most exams are held in November.
The form of reporting for the VCE is both detailed and informative. Students will receive school-based
reports for Units 1 and 2, outlining satisfactory completion of outcomes and detailing levels of performance
in the school assessment tasks. At Units 3 and 4 levels the College will issue a report at the completion of
first and second semester outlining satisfactory completion of outcomes and providing comments regarding
the student’s overall progress.
The Victorian Curriculum and Assessment Authority (VCAA) will provide:
1) A statement of results indicating Satisfactory completion (S) or Not Satisfactory (N) for each
unit attempted.
2) A statement of results for School Assessed Coursework (SACs)
3) A statement of results for School Assessed Tasks (SATs). It is anticipated that they will be
graded on a scale of A+ to E, UG (Ungraded) or NA (Not Assessed).
4) A statement of results for the General Achievement Test (GAT).
A study score is awarded to each student for every Unit 3 and 4 subject completed. To calculate the study
score, the total for each student for all graded assessments in a study is ranked, and the rank is converted
into a whole number score. The conversion spreads out scores so that the top mark becomes 50 and the
average mark (or mean) across the state is 30. Scores above 40 represent very high achievement by
students in specific subjects or studies.
Minimum Scores
Bayside Christian College wants to ensure students are working to achieve their very best possible grades.
A student who submits an assessment task and does not achieve the minimum 50% pass (D) result in any
unit will result in an overall ‘N’ (Not Satisfactory) grade. An ‘N’ grade in any Unit 3 or 4 (Year 12) subject
will mean failing that subject.
A minimum of sixteen studies (four of these at Units 3&4 level) must receive a satisfactory result to achieve
the VCE.
The VCE Learning Team Leader will inform parents if students are in danger of failing.
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Attendance
All students must attain a minimum of 80% class attendance in each subject studied. As many classes as
possible should be attended so that important information and learning opportunities are not missed.
Students must attend Homegroup each morning. This keeps students ‘in touch’ with the daily life of the
College. Students may leave the College in the afternoon if they have study periods, with written parental
permission.
General Achievement Test (GAT)
Students undertaking any Units 3 and 4 studies will complete a General Achievement Test (GAT). As the
name suggests, this is a general test – it is not a test of knowledge about a particular subject area or topic.
The GAT is designed to measure the level of general achievement a student has accomplished across three
broad areas:
 Written communication
 Mathematics, Science and Technology
 Humanities, the Arts and the Social Sciences
Although GAT results do not count directly towards a student’s VCE results, they play an important role in
checking that school-based assessments and examinations have been accurately assessed, and in calculating
Derived Examination Scores. They will not be reported to tertiary selection authorities or employer groups.
Acceleration Program
At Bayside Christian College it is possible to accelerate in the VCE. Acceleration is where a student chooses
to undertake a subject more advanced than their current year level. For example: a Year 11 student may
choose to complete a subject at Units 3 and 4 (Year 12) level, or a Year 10 student may choose to complete a
subject at Unit 1 and 2 level (Year 11). There are restrictions in the subjects that are available for
acceleration due to the arrangement of the subjects in the VCE blocks and the other subjects that a student
wishes to undertake.
Exceptionally able students may be able to add to their VCE studies with a first year university subject
through an extension studies program. Extension studies build on VCE studies to first year university level
and are available in a wide range of subjects. These subjects must be taken on top of a full VCE program,
must receive the approval of the Principal, who must adhere to strict guidelines. A key requirement is that a
study score of at least 41 in a ‘preparatory study’ of a Unit 3 and 4 sequence study must have been achieved
in Year 11.
When choosing an acceleration subject it is important to be clear about the reasons for the acceleration.
Students are encouraged to think carefully about the subjects that they choose to accelerate in and to
discuss the matter fully with the Careers Counsellor or the VCE Learning Team Leader.
While efforts are made to ensure that there is continuity between units, it is not always possible to
guarantee that the blocking arrangements will permit acceleration in the same subject in consecutive years.
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VCE Vocational Education & Training (VCE VET)
Vocational Education and Training (VET) programs come from the VET sector where they are taught by
TAFE institutes and Registered Training Organisations (RTOs). It allows students to mix general and
vocational education, and to make a start on training for a career while still at school. VET programs ready
students for the workforce, and can lead to further study in either the VET sector (where students can gain
credit for their VET certificate) or university, since results from some VET programs can be included in the
calculation of an ATAR score. All nationally recognised VET training counts towards a VET qualification in
addition to the VCE.
Structured Workplace Learning is an essential part of VET. Students undertake work with an employer,
usually in the school holidays, giving opportunity for the student to demonstrate their newly acquired skills
and knowledge in an industry setting. During the Structured Workplace Learning a student will have
specific tasks to undertake in order to demonstrate competence.
Students selecting a VET subject will attend a training organisation (usually TAFE) once a week (this may
be during the day or in the evening). Time is allocated in the timetable to compensate for this. Transport
to and from the course is the parents’ responsibility. Availability of VET courses is dependent on being able
to co-ordinate timetables with the Registered Training Organisations (RTO) and the availability of courses
in 2015.
Enrolling in a VET subject incurs an extra cost of approximately $1500 to parents, plus any specific
clothing and/or materials required. In the past, the College has received some VET funding from the
Commonwealth Government, which is passed on directly to the parents incurring VET fees. However, the
College does not know from year to year whether this will be available.
Students selecting a VET program will need to speak with the VET Co-ordinator by the end of October, as
this is when TAFEs have their enrolment cut-off dates, although some places may still be available after this
date.
Successful completion of a full VCE VET program will result in a separate certificate from the RTO in
addition to the VCE. Study scores in a VCE VET program will be included on the Statement of Results along
with VCE studies.
VET Programs in 2015:
Acting
Civil Construction
Furniture
Patisserie
Aged Care
Community Services
Hairdressing
Plumbing
Airbrushing
Computer Ass/Repair
Health Services
Residential Drafting
Animal Studies
Conservation/Land Managem’t Horticulture
Retail Makeup/Skin Care
Automotive Studies
Dance
Hospitality
Specialist Makeup
Beauty
Early Childhood Dev’t
IT (Games Creation)
Sport Rec/Outdoor Rec
Business
Engineering Studies
Integrated Tech
Sustainable Energy
Catering Operations
Equine
Justice
Telecommunications
Children’s Services
Fashion Design
Laboratory Skills
Tourism
Christian Ministry
Fitness
Media
Visual Art
CISCO Networking
Flight Attendant
Music
Welding & Fabrication
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VCE Subjects offered in 2015
The following subjects are on offer at Bayside Christian College for 2015. Not all of these subjects are
guaranteed to run, as they are dependent on the number of students who choose to take the subject. If a
class does not run, and you are desperate to undertake the subject, please speak to the VCE Learning Team
Leader about completing the subject via Distance Education.
Units 1 and 2
Units 3 and 4
Art Unit 1, 2
Art Unit 3, 4
Biology Unit 1, 2
Biology Unit 3, 4
Business Management Unit 1, 2
Business Management Unit 3, 4
Chemistry Unit 1, 2
Chemistry Unit 3, 4
English Unit 1, 2
English Units 3, 4
Food Technology Unit 1, 2
Food Technology Unit 3, 4
Health & Human Development Unit 1, 2
Health & Human Development Unit 3, 4
History Twentieth Century Unit 1, 2
History Revolutions Unit 3, 4
Legal Studies Unit 1, 2
Legal Studies Unit 3, 4
Literature Units 1, 2
Literature Unit 3, 4
Maths General Unit 1, 2
Maths Further Unit 3, 4
Maths Methods CAS Unit 1, 2
Maths Methods CAS Unit 3, 4
Media Unit 1, 2
Media Unit 3, 4
Outdoor & Environmental Studies Unit 1, 2
Outdoor & Environmental Studies Unit 3, 4
Philosophy Unit 1, 2
Philosophy Unit 3, 4
Physical Education Unit 1, 2
Physical Education Unit 3, 4
Physics Unit 1, 2
Physics Unit 3, 4
Product Design & Technology (Wood) Unit 1, 2
Product Design & Technology (Wood) Unit 3, 4
Psychology Unit 1, 2
Psychology Unit 3, 4
Visual Communication Design Unit 1, 2
Visual Communication Design Unit 3, 4
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Art Units 1 & 2
Rationale:
Art reflects ideas about man’s personal experience of life and worldview. Art reflects the personality, intelligence, talent,
imagination, personal beliefs and aesthetic preferences of the artist who made it. For the Christian then, Art is gift from
God to man in order that he might personally, skilfully and aesthetically express an impression or feeling in an art form.
Through the study of Art students have opportunities to make personal artistic statements about God’s world and the
way they experience it and to appreciate and to respond to the diversity, richness and dynamic nature of cultural and
artistic expressions and traditions in Australia and other societies.
Unit 1:
Area of Study 1: Art and meaning
Use the Formal and Personal Frameworks to analyse and interpret a variety of artists and artworks both historical and
contemporary, from selected societies and cultures. The meanings and messages of the artworks are significant to the
study.
Area of Study 2: Artmaking and personal meaning
Present visual solutions and one finished artwork, to set topics, with a focus on trialling techniques, materials and
processes. An analysis of artworks will be made using written documentation throughout the Folio, supported by the
Formal Framework and the Personal Framework.
Outcomes:
1. Ability to analyse and interpret a variety of artworks
using the Formal Framework and the Personal
Framework.
2. Ability to present visual creative responses that
demonstrate their personal interests and ideas through
trialling techniques, materials and processes.
Assessment:
Assessment tasks for Outcome 1 are selected from:
• an extended written response;
• short-answer responses supported by visual references;
• an annotated visual report;
• a multimedia presentation.
The assessment task for Outcome 2 is:
• a developmental folio of visual responses to a selection of
set tasks.
Unit 2:
Area of Study 1: Art and Culture
Focuses on the ways in which art reflects and communicates the values, beliefs and traditions of the societies for and in
which it is created. Students explore and investigate the ways in which the world and the artist have changed over time
and the factors that influence these changes.
Area of Study 2: Artmaking and cultural expression
Present visual solutions including one finished artwork, exploring an area/s of personal interest, with a focus on
trialling techniques, materials and processes. An analysis of artworks will be made using written documentation
throughout the Folio, supported by the Formal Framework and the Cultural Framework.
Outcomes:
1. Ability to analyse, interpret, compare and contrast
artworks from different cultures using the Formal
Framework and the Cultural Framework.
2. Ability to demonstrate technical and artistic
development in the presentation of visual responses that
include one finished artwork, through the exploration of
selected media, materials and techniques.
Assessment:
Assessment tasks for Outcome 1 are selected from:
• an extended written response;
• short-answer responses supported by visual references;
• an annotated visual report;
• a multimedia presentation.
The assessment task for Outcome 2 is:
• a folio of visual responses including at least one finished
artwork.
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Art Units 3 & 4
Unit 3:
Area of Study 1: Interpreting art
Students will need to compare and contrast a pre 1970’s artist with a post 1970’s artist, including two artworks from
each artist. The meanings and messages of the artworks are significant to the study.
Area of Study 2: Investigation and interpretation through artmaking
Students develop their own art responses inspired by ideas, concepts and observations. They apply imagination and
creativity as they explore and develop their visual language through the investigation and experimentation of materials,
techniques, processes and art form/s. They use appropriate technical skill to produce at least one finished artwork as
they continue to develop the body of work that will be completed at the end of Unit 4.
Outcomes:
1. Ability to use the Analytical Frameworks to analyse and
interpret artworks produced before 1970 and artworks
produced since 1970, and compare and contrast the
meanings and messages of artworks produced before 1970
with those of artworks produced since 1970.
Assessment:
Outcome 1: School-assessed coursework
_ / 30 marks
Outcomes 1 Contributes 10% to study score
2. Explore personal ideas and concepts through a
conceptual and practical investigation including at least
one finished artwork, using selected Analytical
Frameworks to reflect upon and annotate their work.
Outcome 2: See Unit 4
Unit 4:
Area of Study 1: Discussing and debating Art
Students discuss and debate art issues such as the varying interpretations of the role of art in society. They research,
analyse and interpret artworks related to their discussion. In this area of study, students must study:
• a minimum of one selected art issue;
• at least one artist not studied in Unit 3 and a minimum of two artworks by that artist;
• a range of diverse viewpoints as seen in commentaries relating to artworks and art issues.
Area of Study 2: Realisation and Resolution
Students continue to develop the body of work begun in Unit 3 and work toward resolved ideas and concepts leading to
at least one finished artwork other than the work that was completed for Unit 3. They reflect on personal concepts and
ideas as they progressively develop and refine their artworks. They document their thinking and working practices,
reflecting exploration, experimentation and skill. They use and analyse appropriate formal elements and principles, and
continue to apply appropriate health and safety practices relevant to their use of materials, techniques and processes.
Outcomes:
1. Ability to discuss and debate an art issue using selected
artist/s works as context, and present an informed
opinion with reference to artworks and with the support
of selected commentaries and relevant aspects of the
Analytical Frameworks.
Assessment:
2. Communicate ideas, directions and/ or personal
concepts in a body of work that includes at least one
finished artwork, having used selected Analytical
Frameworks to underpin reflections on their art making.
Outcome 2: School-assessed task
Contributes 50% to study score
Outcome 1: School-assessed coursework
_ / 30 marks
Outcome 1 Contributes 10% to study score
End of year exam
Contributes 30% to study score
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Biology Units 1 & 2
Rationale:
In a Christian study of Biology we must recognize man’s position under god as ruler of creation and the animals direct
relationship to God, both of which must be considered in unison, thus, biology becomes an important source of
information about the natural world and the place of people within it. As Christians, we must develop increasing
awareness within our community of the need to understand and sustain the complex interactions of life on earth.
For by him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or
rulers or authorities; all things were created by him and for him. Col 1:16
Unit 1: Unity and diversity
Area of Study 1: Cells in Action
Focuses on the activities of cells. Students investigate the relationship between specialized structures of cells and the
processes that maintain life. Students examine how membranes contribute to survival of cells by controlling the
movement of substances within cells, and between cells and their external environment.
Area of Study 2: Functioning organisms
Focuses on the relationship between features of organisms and how organisms meet their requirements for life.
Students examine a range of organisms and investigate the ways that structures and systems function in terms of
obtaining and releasing energy; obtaining nutrients, water and gases; processing and distributing materials to cells and
transporting wastes from cells to points of disposal. They consider the needs for systems to be integrated for the
organism to function as a whole.
Outcomes:
Assessment:
For Outcomes 1 and 2:at least three from the following:
• practical activities or investigations • annotated poster
• multimedia presentation
• media response
• oral presentation
• data analysis
• problem solving
• test, multiple choice and/or short answer and/or
extended response.
1. Design, conduct and report on a practical investigation
related to cellular structure, organisation and processes.
2. Describe and explain the relationship between features
and requirements of functioning organisms and how these
are used to construct taxonomic systems.
Unit 2: Organisms and their environment
Area of Study 1: Adaptations of organisms
Focuses on the kinds of environmental factors that are common to all habitats. Students investigate the adaptations of
organisms that enable them to exploit the resources of their particular ecological niche. They examine individual and
collective behaviours that organisms exhibit and relate them to an organism’s survival.
Area of Study 2: Dynamic ecosystems
With an emphasis on Australian ecosystems, this area of study focuses on the complex and finely balanced relationships
that exists between living things and the resources in their particular habitat. This network of relationships can be
understood as a system with inputs, processing and outputs: there is a flow of energy and cycling of matter between the
living and non-living components of the ecosystem.
Outcomes:
Assessment:
For Outcome 1: at least three from the following:
• practical activities or investigations
• multimedia or webpage presentation
• annotated poster
• media response
• oral presentation
• data analysis
• test, multiple choice and/or short answer and/or
extended response.
1. Explain and analyse the relationship between
environmental factors, and adaptations and distribution of
living things.
2. Design, conduct and report on a field investigation
related to the interactions between living things and their
environment, and explain how ecosystems change over
time.
For Outcome 2:
• a written report on fieldwork (fieldwork may include a
study of habitat within or outside the classroom).
17
Biology Units 3 & 4
Unit 3: Signatures of life
Area of Study 1: Molecules of life
Students investigate the activities of cells at a molecular level. Students investigate energy transformations in cells and
how autotrophs and heterotrophs obtain their energy requirements, particularly through the processes of
photosynthesis and cellular respiration, gain an understanding that DNA and proteins are key molecules of life forms,
and that units of DNA code for the production of proteins underpins the relationship between changing the code and
changing the molecular products of cells. Students explore applications of molecular biology in medical diagnosis and
the design of new pharmaceuticals.
Area of Study 2: Detecting and Responding
Focuses on how cells detect biomolecules that elicit particular responses depending on whether the molecules are ‘self’
or ‘non-self’. Students investigate how signalling molecules, such as hormones and neurotransmitters, assist in
coordinating and regulating cell activities by binding to specific receptors on membranes of target cells, initiating a
series of molecular changes in response. Students examine the barriers and mechanisms of organisms that protect them
from invasions and infection by pathogenic organisms. They investigate mechanisms that control the effectiveness of
pathogens, and specific and non-specific immune responses of organisms to antigens.
Outcomes:
1. Analyse and evaluate evidence from practical
investigations related to biochemical processes.
2. Describe and explain the use of the stimulus response
model in coordination and regulation and how
components of the human immune system respond to
antigens and provide immunity.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcome 1-2 Contributes 20% to study score
Unit 4: Continuity and change
Area of Study 1: Heredity
Focuses on molecular genetics and the investigation of individual units of inheritance and of the genomes of individuals
and species. Students investigate the techniques and technologies that are used to amplify DNA, identify the genetic
profile of organisms and manipulate and modify the genomes of organisms. They trace patterns of inheritance by
analysis of pedigrees.
Area of Study 2: Change over time
Focuses on change to genetic material that occurs over time and the changing nature and reliability of evidence that
scientist interpret to support the concept of evolution. Students investigate changes to species and examine the process
of natural selection in the light of Scriptural revelation. Students investigate technological advances that have
contributed to the understanding of evolutionary processes and phylogenetic relationships and consider the application
of gene technologies to genetic screening and profiling of individuals, and gene therapies that affect gene lines, and the
biological, environmental and legal issues that arise.
Outcomes:
1. Analyse evidence for the molecular basis of heredity, and
patterns of inheritance.
2. Analyse and evaluate evidence for evolutionary change
and evolutionary relationships, and describe mechanisms
for change including the effect of human intervention on
evolutionary processes through selective breeding and
applications of biotechnology.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcome 1-2 Contributes 20% to study score
End of year exam
Contributes 60% to study score
18
Business Management Units 1 & 2
Rationale:
All students will work in a business at some time in their careers from small to large businesses. They may own a
business or they may be an employee. As an owner or manager of a business God requires certain standards of us, we
need to look after our employees, we need to be honest with our customers and suppliers and we need to keep account
of the financial resources God has entrusted us with.
Unit 1: Small business management
Area of Study 1: Introducing Business
We focus on the types and characteristics of small medium and large-scale businesses and their impact on the economy.
Area of Study 2: Small business planning and decision-making and evaluation
We study forms of business ownership, business plans, day-to-day management and financial management of a
business.
Area of Study 3: Day-to-day operations
Students examine the essential, ongoing activities which sustain an ethical and a socially responsible small business
and promote its successful growth.
Outcomes:
1. Explain and apply a set of business concepts and
relationships to a range of businesses
2. Apply small business management principles and
practices and evaluate their effectiveness in various
business situations
3. Explain one or more day-to-day operations associated
with a business.
Assessment:

Research Reports

Case Studies

School based short termed business activity

Tests

Examination
Unit 2: Communication and management
Area of Study 1: Communication in Business
We study communication in business, its importance and the methods and forms that it can take.
Area of Study 2: Managing the marketing function
We study the planning used by management to position their products in the market place to gain the best possible
competitive advantage.
Area of Study 3: Managing the public relations function
We study the role of management in creating and maintaining the image of the business.
Outcomes:
1. Explain and apply a range of effective communication
methods and forms in business- related situations.
2. Apply and analyse effective marketing strategies and
processes.
3. Apply and analyse effective public relations strategies
and tactics.
Assessment:

Projects

Case Studies

Tests

Analytical Exercises.

Exam
19
Business Management Units 3 & 4
Unit 3: Corporate management
Area of Study 1: Large Scale organizations in context
An examination of the importance and the role of large-scale organizations to the Australian economy
Area of Study 2: Internal environment of large-scale organisations
Key elements of large-scale organizations and management roles. Examination of different management structures and
styles and related skills and competencies required to manage large-scale organizations.
Area of Study 3: The Operations Management Function
Operations management practises and processes within large scale organizations.
Outcomes:
1. Discuss and analyse the context in which large scale
organisations operate.
2. Discuss and analyse major aspects of the internal
environment of large scale organisations.
3. Discuss and analyse strategies related to operations
management.
Assessment:
Outcome 1: School-assessed coursework
_ / 20 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcome 3: School-assessed schoolwork
_ / 40 marks
Outcomes 1-3 Contributes 25% to study score
Unit 4: Managing people and change
Area of Study 1: Human resource management function
The human resource management practices and processes within large-scale organizations in Australia
Area of Study 2: The Management of Change
Students examine the importance of change management in large-scale organisations and evaluate various strategies to
effectively manage change.
Outcomes:
1. Analyse and evaluate practices and processes related to
human resource management.
2. Analyse and evaluate the management of change in a
large-scale organisation, and evaluate the impact of
change on the internal environment of a large-scale
organisation.
Assessment:
Outcome 1: School-assessed coursework
_ / 60 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcome 1-2 Contributes 25% to study score
End of year exam
Contributes 50% to study score
20
Chemistry Units 1 & 2
Unit 1: The big ideas of chemistry
Area of Study 1: The Periodic Table
This area of study focuses on the historical development of, and the relationship between, the Periodic Table and atomic
theory. Students investigate trends and patterns within the Periodic Table and use subshell notation to describe the
electronic configuration of elements. They undertake practical activities that build their understanding of the Periodic
Table.
Area of Study 2: Materials
This area of study focuses on the structure, properties and applications of materials. They investigate the properties of
alkanes and alkenes including isomers. Students examine the reactions that occur in addition polymerisation and the
properties of addition polymers. They explore the role of surfaces in the applications of nanotechnology.
Outcomes:
Assessment:
1. Explain how evidence is used to develop or refine
• An extended experimental investigation, or
• A summary report including annotations of three
practical activities.
chemical ideas and knowledge.
2. Use models of structure and bonding to explain the
And at least one of the following:
• a response to stimulus material
• an analysis of first and/or second-hand data using
structured questions;
• a written, oral, visual, multimedia, or web page
presentation of a new material/s, or new use/s of an
existing material.
properties and applications of materials.
Unit 2: Environmental chemistry
Area of Study 1: Water
Students explore the special properties (chemical and physical) of water which make it so important to living things and
relate the properties to chemical bonding characteristics. Students investigate chemical reactions that take place in
aqueous solution by conducting practical activities on precipitation, acid-base reactions and redox reactions such as
corrosion. They use full and ionic equations to represent the reactions and calculate the amount of reactants and
products involved.
Area of Study 2: The atmosphere
The interaction between living things and gases of the atmosphere. Students use the kinetic molecular theory to explain
and predict the behaviour of gases. They perform calculations using the gas laws. Students investigate the vital roles of
oxygen, carbon dioxide and nitrogen through studies of the carbon and nitrogen cycles.
Outcomes:
Assessment:
1. Write balanced equations and apply these to qualitative
and quantitative investigations of reactions involving acids
and bases, the formation of precipitates and gases, and
oxidants and reductants.
• An extended experimental investigation, or
• A summary report including annotations of three
practical activities.
2. Explain how chemical reactions and processes occurring
in the atmosphere help to sustain life on earth.
21
And at least one of the following:
• a response to stimulus material in written, oral, visual,
or multimedia format
• an analysis of first and/or second-hand data using
structured questions
• a written, oral, visual, multimedia, or web page
presentation related to green chemistry
Chemistry Units 3 & 4
Unit 3: Chemical Pathways
Area of Study 1: Chemical Analysis
In this area of study students use a variety of analytical techniques to analyse products in the laboratory. They conduct
volumetric analyses using acid-base and redox titrations and standard solutions, and carry out gravimetric analyses.
They are also introduced to instrumental analytical techniques of spectroscopy and chromatography. Students review
and apply their understanding of stoichiometry as they complete calculations related to their practical investigations.
Students relate the operation of the analytical techniques and instruments to the chemical reactions and the chemical
structures of the materials which are being analysed.
Area of Study 2: Organic chemical Pathways
In this area of study students investigate systematic organic chemistry including production of starting materials for
particular reaction pathways. Students use molecular models and conduct simple laboratory investigations to observe
the properties and reactions of different homologous series and functional groups. Students investigate the use of
biochemical fuels. They design reaction pathways to prepare organic compounds from given starting materials. Students
investigate how forensic analysis relies on the use of organic chemicals (including DNA) and the role of organic
chemicals (including proteins) in the development of medicines.
Outcomes:
1. Evaluate the suitability of techniques and instruments
used in chemical analyses.
2. Identify and explain the role of functional groups in
organic reactions and construct reaction pathways using
organic molecules.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcome 1-2 Contributes 20% to study score
Unit 3: Chemistry at Work
Area of Study 1: Industrial Chemistry
This area of study focuses on the factors that affect the rate and extent of a chemical reaction. Students study energy
profi les and how equilibrium law is applied to homogeneous equilibria. They conduct experiments to investigate the
effect of temperature, concentration of reagents, pressure and catalysts on the position of equilibrium of a reaction, and
apply Le Chatelier’s Principle to explain their results. Students explore how factors affecting rate and equilibrium are
applied to achieve the optimum reaction conditions in the industrial production of chemicals.
Area of Study 2: Supplying and using chemistry
This area of study focuses on use of different energy resources. Students evaluate the extent of the reserves of some of
these resources, how each resource is used and the advantages and disadvantages
of their continued use. Students conduct experiments using calorimeters to measure the energy of chemical reactions.
Outcomes:
1. Analyse the factors that affect the extent and rate of
chemical reactions and apply this analysis to evaluate the
optimum conditions used in the industrial production of
the selected chemical.
2. Analyse chemical and energy transformations
occurring in chemical reactions.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcome 1-2 Contributes 20% to study score
End of year exam
Contributes 60% to study score
22
English Units 1 & 2
Rationale:
Competence in both written and oral language is of vital importance for all Christians. Effective participation in
Australian society depends on an ability to understand the various uses of the English language and to employ them
effectively for a range of purposes. It is God’s will that the gospel be communicated by both these modes and this means
that what is learnt in this subject is of great benefit for the furtherance of His Kingdom.
Unit 1:
Area of Study 1: Reading and responding
Analysis of the ways in which structures and features are used by the authors of narrative texts to construct meaning.
Students identify and discuss, for example, linear and non-linear narrative structures, and features such as point of
view, the use of camera angles, symbolism, images and design features.
Area of Study 2: Creating and presenting
Students’ writing is informed by their reading of a range of texts relevant to a particular context and create their own
written and/or multimodal texts in a process which includes planning, reviewing and editing.
Area of Study 3: Using language to persuade
The use of language in the presentation of a point of view. Students read texts the main purpose of which is to persuade
readers and viewers to share a particular point of view.
Outcomes:
1. Identify and discuss key aspects of a set text, and to
construct a response in oral or written form.
2. Create and present texts taking account of audience,
purpose and context.
3. Identify and discuss, either in writing and/or orally,
how language can be used to persuade readers and/or
viewers.
Assessment:
Assessment tasks for this unit may be:
• responses to text in written, oral or multimodal form;
• personal, imaginative, informative, instructional,
argumentative or persuasive texts
• an oral presentation
• a video with accompanying written text
• a feature magazine article
• discussion of the use of language and point/s of view in
a persuasive text.
Unit 2:
Area of Study 1: Reading and responding
In this area of study the range of texts expands to include a variety of text types and genres, including print, non-print
and multimodal texts. Other text types could include narrative films, documentary films, CD-ROMs, and hyperfiction.
Students discuss and analyse the structures and features used by the authors of these texts to construct meaning.
Area of Study 2: Creating and presenting
Students are encouraged to read widely and will study at least one set text or a collection of shorter set texts in order to
examine the effects of form, purpose, audience and context on the authors’ choice of structure and language.
Area of Study 3: Using language to persuade:
The focus of this area of study is on the use of language in the presentation of a point of view. Students study a range of
texts whose main purpose is to persuade readers and viewers to share a particular point of view. Students identify and
discuss how language, verbal and non-verbal (including visual), is used in the chosen texts to position readers and
viewers in particular ways.
Outcomes:
Assessment:
1. Discuss and analyse how texts convey ways of thinking
about the characters, ideas and themes, and construct a
response in oral or written form.
• responses to text in written, oral or multimodal form;
• personal, imaginative, informative, instructional,
argumentative or persuasive texts;
• role-play;
• an oral presentation, with or without datashow;
• a web page;
• a video with accompanying written text;
• a newspaper article;
• a feature magazine article;
• discussion of the use of language and point/s of view in
a persuasive text.
2. Create and present texts, taking account of audience,
purpose and context.
3. Identify and analyse how language is used in a
persuasive text and to present a reasoned point of view in
an oral or a written form.
23
English Units 3 & 4
Unit 3:
Area of Study 1: Reading and responding
Students examine the structures, features and conventions used by authors of a range of selected texts to construct
meaning. They identify, discuss and analyse these in order to explain how meaning is constructed through textual
elements such as language and images, and examine the ways in which the same text is open to different interpretations
by different readers.
Area of Study 2: Creating and presenting
A list of prescribed Contexts will be published annually in the VCAA Bulletin. The same Context should be the focus of
study in both Units 3 and 4. Two texts, one in Unit 3 and one in Unit 4, will support this area of study. Students will
read these texts in order to identify, discuss and analyse ideas and/or arguments associated with the selected Context.
They will reflect on the ideas and/or arguments suggested by these texts, explore the relationship between purpose,
form, audience and language, and examine the choices made by authors in order to construct meaning.
Area of Study 3: Using language to persuade
The focus of this area of study is on the analysis and comparison of the use of language in texts that debate a topical
issue which has appeared in the Australian media since 1 September of the previous year. Students read, view and listen
to texts such as feature articles and opinion columns, cartoons, editorials, letters to the editor, interviews on current
affairs programs, websites and CD-ROMs, speeches, excerpts from online focus and discussion groups, and
advertisements in magazines and newspapers, and on websites and television. They analyse and compare the ways in
which verbal and non-verbal (including visual) language of these texts is used to persuade readers and viewers to share
the point/s of view being presented.
Outcomes:
1. Analyse, either orally or in writing, how a selected
text constructs meaning, conveys ideas and values, and is
open to a range of interpretations.
2. Draw on ideas and/or arguments suggested by a chosen
Context to create written texts for a specified audience and
purpose; and to discuss and analyse in writing their
decisions about form, purpose, language, audience and
context.
3. Analyse the use of language in texts that present a point
of view on an issue currently debated in the Australian
media, and to construct, orally or in writing, a sustained
and reasoned point of view on the selected issue.
Assessment:
Outcome 1: School-assessed coursework
_ / 30 marks
Outcome 2: School-assessed coursework
_ / 30 marks
Outcome 3: School-assessed coursework
_ / 20 marks
Outcomes 1-3 Contributes 10% to study score
Unit 4:
Area of Study 1: Reading and responding
This area of study builds on Area of Study 1 in Unit 3. Students identify, discuss and analyse the structures, features and
conventions of a range of texts to explore how these elements have been chosen by authors in order to construct
meaning and how they affect interpretation.
Area of Study 2: Creating and presenting
The focus in this area of study is on reading and writing and their interconnection. Two texts, one in Unit 3 and one in
Unit 4, will support this area of study. Students will read these texts in order to identify, discuss and analyse ideas
and/or arguments associated with the selected Context. They will reflect on the ideas and/or arguments suggested by
these texts, explore the relationship between purpose, form, audience and language, and examine the choices made by
authors in order to construct meaning.
Outcomes:
1. To develop and justify a detailed interpretation of a
selected text.
2. Draw on ideas and/or arguments suggested by a chosen
Context to create written texts for a specified audience and
purpose; and to discuss and analyse in writing their
decisions about form, purpose, language, audience and
context.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcomes 1-2:
Contributes 25% to study score
End of year exam:
Contributes 50 % to study score
24
Food Technology Units 1 & 2
Rationale:
VCE Food and Technology focuses on the importance of food in our daily lives from both a theoretical and practical
point of view. The study enables students to apply their theoretical understanding of the relationship between food and
technology as they develop skills in food preparation.
Through this study students develop knowledge of the physical, chemical, sensory and functional properties of food and
are able to apply this knowledge when using food in a practical situation. They develop and apply the knowledge and
skills to prepare food safely and hygienically. Students use the design process, critical thinking and problem-solving
skills to develop food products to suit specific situations or to meet the needs of individual consumers and their
lifestyles. In this process, they also develop independent and cooperative learning skills.
The study may provide a foundation for pathways to food science and technology, consumer science, home economics,
child care and education, community services and aged care, the hospitality and food manufacturing industries, and
nutrition and health studies.
Unit 1: Food safety and properties of food
Area of Study 1: Keeping Food Safe
This area of study provides students with an understanding of the work practices involved in preparing food
hygienically to prevent food spoilage and food poisoning, and the principles of working safely when preparing food.
Students examine causes of food spoilage and poisoning, and the requirements for the correct storage of food. They use
tools and equipment safely to produce quality outcomes in food production.
Area of Study 2: Food properties and preparation
In this area of study students develop an understanding of the classification of foods and explore the physical, sensory
and chemical properties of key foods. Students investigate the importance of the functional properties of foods and
their impact on food preparation and processing. They apply this knowledge for optimal results when preparing food
and using the design process. They investigate quality and ethical considerations in food selection such as fair trade and
intensive farming practices.
Outcomes:
1. Explain and apply safe and hygienic work practices
when storing, preparing and processing food.
2. Analyse the physical, sensory, chemical and functional
properties of key foods, and select, prepare and process
foods safely and hygienically to optimise these properties
using the design process.
Assessment:
Assessment tasks for this unit are:
• productions
• design briefs
• practical tests
• short reports
• biographical studies
• tests
• multimedia presentations
• oral presentations
Unit 2: Planning and preparation of food
Area of Study 1: Tools, equipment, preparation and processing
In this area of study students investigate various methods used in the preparation, processing, cooking and
presentation of foods for optimum results. Students examine tools and equipment including the latest technological
developments. They examine the effects on the physical, sensory and chemical properties of key foods when applying
different methods of preparation and techniques of cooking. Students apply a range of skills to safely and hygienically
prepare and process foods.
Area of Study 2: Planning and Preparing Meals
In this area of study students examine the impact of social and cultural influences when planning and preparing meals,
and prepare foods to suit specific nutritional needs. They investigate the impact on planning of resource availability and
environmental considerations. Students work individually and in teams applying their knowledge and problem-solving
skills, using the design process, to plan and prepare meals to meet specifications outlined in design briefs for a range of
contexts. They evaluate the outcomes of their planning and production activities.
Outcomes:
1. Use a range of tools and equipment to demonstrate
skills and implement processes in the preparation,
processing, cooking and presentation of key foods to
maximise their properties.
2. Be able, individually and as a member of a team, to use
the design process to plan, safely and hygienically prepare
and evaluate meals for a range of contexts.
Assessment:
Assessment tasks for this unit are:
• productions
• design briefs
• practical tests
• short reports
• biographical studies
• tests
• multimedia presentations
• oral presentations
25
Food Technology Units 3 & 4
Unit 3: Food preparation, processing and food controls
Area of Study 1: Maintaining food safety in Australia
In this area of study students develop an understanding of the roles and responsibilities of and the relationship between
the national, state and local authorities that govern food laws and standards to maintain food safety in Australia,
including the production of safe food and the labelling of manufactured products. Students examine the causes of food
spoilage and food poisoning and the practices followed to prevent them occurring. They investigate how the HACCP
system is used in the food industry to ensure that safe and hygienic food is produced.
Area of Study 2: Food preparation and processing
In this area of study students demonstrate understanding of key foods and the primary and secondary processes that
are applied to them. They examine the natural food components of key foods and analyse how their functional
properties may have an impact on food preparation and processing techniques. Students explore and apply a range of
cooking, food preparation, processing and preservation techniques of key foods, while following food safety and
hygiene requirements.
Outcomes:
1. Explain the roles and responsibilities of and the
relationship between national, state and local authorities
in ensuring and maintaining food safety within Australia.
2. Analyse preparation, processing and preservation
techniques for key foods, and prepare foods safely and
hygienically using these techniques.
Assessment:
Outcome 1: School-assessed coursework
_ / 20 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcomes 1 & 2:
Contributes 18% to study score
Outcome 3: School-assessed task
Contributes 20% to study score
Unit 4: Food product development and emerging trends
Area of Study 1: Implementing a design plan
In this area of study students apply design and product development processes. They develop individual production
plans for the four to six food items proposed in Unit 3, Outcome 3. Using the design plan, students use appropriate
tools and equipment to safely and hygienically implement a range of preparation, processing, preservation and
presentation techniques. This range should include complex processes, which are hands-on processes resulting from a
series of decisions about critical variables that directly affect the outcome of combining ingredients, equipment and
techniques that result in a food item. As a result of ongoing evaluation, students make and record modifications as
required. Students conduct and record results of sensory analysis for each food item including appearance, aroma,
flavour and texture. They present and evaluate the product using the sensory analysis and the evaluation criteria
devised in Unit 3, Outcome 3. They evaluate the effectiveness and efficiency of production activities in relation to their
individual food item production plans.
Area of Study 2: Food product development
In this area of study students investigate the impact of primary food production on the environment and changes being
made to achieve more sustainable farming practices. They also investigate environmental issues in food manufacturing
and packaging. Students consider the types of food product development and the driving forces related to these
developments. They examine the process of commercial food product development from the design brief and planning
stage to the prototype, production, packaging, labelling, marketing and evaluation of the final product. Students explore
new and emerging foods and innovations in food product development as a result of social pressures, consumer
demands and expectations. They explore the impact of technology on food production and packaging, and the
development of new food products.
Outcomes:
1. Implement the production plans for a set of four to six
food items that comprise the product, evaluate the sensory
properties of the food items, evaluate the product using
the evaluation criteria, and evaluate the efficiency and
effectiveness of production activities.
2. Analyse driving forces related to food product
development, analyse new and emerging food products,
and explain processes involved in the development and
marketing of food products.
Assessment:
Outcome 1: School-assessed task
Contributes 20% to study score
Outcome 2: School-assessed coursework
_ / 40 marks, contributes 12% to study score
End of year exam:
Contributes 30% to study score
26
Health and Human Development Units 1 & 2
Rationale:
In Health and Human Development we acknowledge that our bodies are the temple of the Holy Spirit, we discuss,
investigate and attempt to practise God’s directions as to their optimum performance from all the aspects of health –
spiritual, emotional, physical, social and mental. In recognising that we individually are part of God’s creation, we
study the development of His marvelous yet very unique body and also undertake further investigation into the
consequences of the abuse of our bodies from all the facets of health.
Unit 1: The health and development of Australia’s youth
Area of Study 1: Understanding youth health and development: Students develop an understanding of the
concepts of health and individual human development. This area of study provides students with the foundation
knowledge to explore health and individual human development throughout the unit.
Area of Study 2: Youth issues: Students investigate in detail one health issue relevant to youth. They explore the
impact of this health issue on all dimensions of youth health and individual human development. They develop an
understanding of how determinants of health act as risk and/or protective factors in relation to their selected health
issue. Students form conclusions about personal, community and government strategies and programs designed to
influence and promote youth health and individual human development.
Outcomes:
1. Describe the dimensions of, and the interrelationships
within and between, youth health and individual human
development, and analyse the health status of Australia’s
youth.
2. Describe and explain the factors that have an impact on
the health and individual human development of
Australia’s youth.
Assessment:
Assessment tasks are selected from the following:
• a case study analysis
• a visual presentation
• a multimedia presentation
• an oral presentation
• a data analysis
• a blog
• a test
• a written response
Unit 2: Individual human development and health issues
Area of Study 1: Prenatal health and individual development
In this area of study students develop understanding of the health and individual human development of Australia’s
unborn children. Students study the physical changes that occur from conception to birth.
Students investigate how determinants, including physical environment, biological, behavioural and social, influence
prenatal health and individual human development.
Area of Study 2: Child health and individual development
The focus of this area of study is the development of students’ understanding of the health and individual human
development of Australia’s children. Students study the period from birth to approximately twelve years. They explore
the physical, social, emotional and intellectual changes that occur from birth to late childhood.
Area of Study 3: Adult health and individual development
The focus of this area of study is the development of students’ understanding of the health and individual human
development of Australia’s adults, including older adults. Students explore the physical, social, emotional and
intellectual changes that occur during adulthood. They describe the health status of Australia’s adults, including the
various determinants that have an impact on health and individual human development.
Outcomes:
1. Describe and explain the factors that affect the health
and individual human development during the prenatal
stage.
2. Describe and explain the factors that affect the health
and individual human development of Australia’s
children.
3. Describe and explain the factors that affect the health
and individual development of Australia’s adults.
Assessment:
Assessment tasks are selected from the following:
• a case study analysis
• a visual presentation
• a multimedia presentation
• an oral presentation
27
• a data analysis
• a blog
• a test
• a written response
Health and Human Development Units 3 & 4
Unit 3: Australia’s health
Area of Study 1: Understanding Australia’s health
Students develop an understanding of the health status of Australians by investigating the burden of disease and the
health of population groups in Australia. Students use key health measures to compare health in Australia and analyse
how determinants of health, including the physical environment, biological, behavioural and social, contribute to
variations in health status.
Area of Study 2: Promoting health in Australia
Students examine different models of health and health promotion, and the role of government and non-government
organisations in providing programs for the promotion of healthy eating.
Outcomes:
1. Compare the health status of Australia’s population with
other developed countries
2. Discuss and analyse approaches to health and health
promotion and describe Australia’s health system and the
different roles of government and non-government
organisations in promoting health.
Assessment:
Outcome 1: School-assessed coursework
_ / 60 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcomes 1-2:
Contributes 25% to study score
Unit 4: Global health and human development
Area of Study 1: Introducing global health and human development
Students identify similarities and differences in the health status between people living in developing countries and
Australians, and analyse reasons for the differences.
Area of Study 2: Promoting global health and human development
Students explore the role of international organisations including the UN and WHO in achieving sustainable
improvements in health and human development.
Outcomes:
1. Analyse factors contributing to variations in health
status between Australia and developing countries and
evaluate progress towards the United Nations’ Millennium
Development Goals.
2. Describe and evaluate programs implemented by
international and Australian government and nongovernment organisations in promoting health, human
development and sustainability.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcomes 1-2:
Contributes 25% to study score
End of year exam:
Contributes 50 % to study score
28
History Twentieth Century 1900-1945 Unit 1 & 2
Rationale:
In History we see a demonstration of God’s power and lordship over mankind and the nations. Isaiah 40:22-23 tells us
“He sits enthroned above the circle of the earth.” “He brings princes to naught and reduces rulers of this world to
nothing.” In History we see God unfold his purposes, allow mankind to go through times of war and peace and nations
to rise and fall as a part of his sovereign will. We also see His tremendous love for mankind, epitomized by the sacrifice
of Jesus Christ on the cross for our salvation.
Unit 1:
Area of Study 1: Crisis and conflict
This area of study focuses on the circumstances surrounding the collapse of the traditional order, the post-war
structures, the different political ideas and movements that emerged, and the conflicts which resulted from competing
attempts to establish and legitimise them. In the aftermath of the World War I the borders in Europe, Asia, Africa and
the Middle East were redrawn, new countries were created and the empires of the defeated powers broken up. In this
new order, political ideas such as communism, socialism and fascism gained popular support.
Area of Study 2: Social life
Changes such as The Depression, revolution, movements for independence and the World Wars created major
disruption and change to the patterns of everyday life. Factors such as gender, class, age, race, nationality and ethnicity
were significant in determining an individual or community’s experience of life in the first half of the twentieth century.
Area of Study 3: Cultural expression
This area of study focuses upon the cultural expression of the first half of the twentieth century and its relation to the
social, political and economic changes of the period. The work of writers, artists, musicians, choreographers and
filmmakers reflect the spirit of their times. Others questioned the notion of progress and civilisation in a world which
witnessed trench warfare, economic collapse and the rise of dictators.
Outcomes:
1. Analyse and explain the development of a political crisis
and conflict in the period 1900 to 1945.
2. Analyse and discuss patterns of social life and the
factors which influenced changes to social life in the first
half of the twentieth century.
3. Analyse the relationship between the historical context
and a cultural expression of the period from 1900 to 1945
Assessment:
Assessment tasks for this unit are:
• analytical exercises
• film reviews;
• annotated maps
• short reports
• responses to literature
• essays;
• biographical studies
• tests;
• multimedia presentations
• oral presentations
Unit 2:
Area of Study 1: Ideas and political power
Students examine a conflict(s) of the second half of the twentieth century such as those based on competing ideologies
of capitalism and communism or ethnic or religious tensions. Rivalry between the superpowers was played out in the
arts, propaganda, sport, the space race, nuclear weapons production and political influence over developed and
emerging nations. Developments in media technology, in particular television, allowed Western audiences to witness
these conflicts in a way that had not previously been possible.
Area of Study 2: Movements of the people
This area of study focuses upon one or more movements which challenged the political, social and/or economic
structures in post-war society, the reasons for the challenge and the outcomes. Groups emerged in the second half of
the twentieth century to challenge the way power structures should be organised, distributed and used. In Western
society the Civil Rights Movements in the US and Australia, the Women’s Liberation Movement, and Gay Liberation
questioned traditional attitudes, often enshrined in law, towards race, gender and human rights. Area of Study 2:
Area of Study 3: Issues for the millennium
This study involves the examination of how the interplay between domestic, regional and/or international events
influenced the changes in social life for a community or group in the last decades of the twentieth century, and the way
these experiences have been represented.
Outcomes:
1. Analyse and discuss how post-war societies used
ideologies to legitimise their worldview and portray
competing systems.
2. Evaluate the impact of a challenge(s) to established
social, political and/or economic power during the second
half of the twentieth century.
3. Analyse issues faced by communities arising from
political, economic and/or technological change.
Assessment:
Assessment tasks for this unit are:
• analytical exercises
• annotated maps
• short reports
• oral presentations
• multimedia presentations
• essays
• biographical studies
• film reviews
• responses to literature
• tests
29
History Revolutions Unit 3 & 4
Historians have put forward different theories about the causes of revolution; for example, inadequate response to
structural change, political divisions, the failure of rising expectations, the loss of authority, the erosion of public
confidence in the old order. Questions have been raised such as: Why did social tensions and ideological conflicts
increase in the pre-revolutionary period? Why could social tensions and ideological conflicts not be contained or
constrained within the traditional order? What events or circumstances eroded confidence in the government or
weakened the capacity of the ruling class to meet challenges to its authority?
Area of study 1: Revolutionary ideas, leaders, movements and events:
Study the chronology of key events and factors which contributed to the revolution; the causes of tensions and conflicts
generated in the old regime that many historians see as contributing to the revolution; for example, rising and
unfulfilled class expectations; fluctuations in economic activity; failed attempts at economic, social or political reform;
perceived social or economic inequality or lack of political voice; the impact of war or economic crisis that contributed
to revolution such as the harvest crisis and state bankruptcy in the French economy; the ideas and ideologies utilised in
revolutionary struggle; and the role of revolutionary individuals and groups in bringing about change.
Area of study 2: Creating a new society
Study the contribution of individuals and groups to the creation of the new society; the cause of difficulties or crises
faced by the revolutionary groups or governments as a new state was consolidated; the response of the key
revolutionary individuals, groups, governments or parties to the difficulties that they encountered as the new state was
consolidated; the compromise of revolutionary ideals; and the changes and continuities that the revolution brought
about.
Unit 3: The French Revolution
Area of study 1: French Revolution 1781 to 4 August 1789.
Area of study 2: French Revolution 5 August 1789 to Year 111 (1795) (Declaration of the Rights of Man and Citizen
to the dissolution of the Convention Year 111).
Outcomes:
1. To evaluate the role of ideas, leaders, movements and
events in the development of the revolution.
2. Analyse the challenges facing the emerging new order,
and the way in which attempts were made to create a new
society, and evaluate the nature of the society created by
the revolution.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcomes 1-2:
Contributes 25% to study score
Unit 4: The Russian Revolution
Area of study 1: Russian Revolution 1905 to October 1917.
Area of study 2: Russian Revolution November 1917 to 1924 (Initial decrees to the death of Lenin).
Outcomes:
1. Evaluate the role of ideas, leaders, movements and
events in the development of the revolution.
2. Analyse the challenges facing the emerging new order,
and the way in which attempts were made to create a new
society, and evaluate the nature of the society created by
the revolution.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcomes 1-2:
Contributes 25% to study score
End of year exam:
Contributes 50 % to study score
30
Legal Studies Units 1 & 2
Rationale:
Legal Studies gives students an understanding of how the law serves individuals and the community as a whole. The
historical origin of the law is based on Biblical principles and students of this subject are given many opportunities to
develop their understanding of truth and justice.
Unit 1: Criminal law in action
Area of Study 1: Law in society
Students develop an understanding of the role of the law and the need for effective laws. They investigate the difference
between legal and non-legal rules through a consideration of who makes, interprets and enforces rules and to whom
they apply. Students gain an understanding of the role of parliament and subordinate authorities in law-making, and
the types of laws each creates.
Area of Study 2: Criminal law
Students develop an appreciation of the importance of criminal law by investigating its principles, types of crimes and
their enforcement, and possible outcomes, consider a range of illustrative criminal cases to assist them in their
understanding of different categories of crime and the related defences.
Area of Study 3: The criminal courtroom
Students investigate procedures that are used prior to bringing a criminal case to trial, as well as the role and
jurisdiction of the courts in hearing criminal cases. Students focus on the concept of a fair trial or hearing and the rights
in criminal proceedings protected by the Victorian Charter of Rights and Responsibilities. Students discuss the extent
to which features of the criminal justice system contribute to the achievement of justice.
Outcomes:
1. Explain the need for effective laws and describe the main
sources and types of law in society.
2. Explain the key principles and types of criminal law, apply
the key principles to relevant cases, and discuss the impact of
criminal activity on the individual and society.
3. Describe the processes for the resolution of criminal cases,
and discuss the capacity of these processes to achieve justice.
Assessment:
Assessment tasks are selected from the following:
• mock court or role-play
• essay
• folio and report
• test
• case study
• assignment
• report (written, visual, oral or multimedia)
Unit 2: Issues in civil law
Area of Study 1: Civil law
Students gain an insight into the importance of civil law in their lives and learn to distinguish between civil and
criminal law and examine how a situation can result in both criminal and civil action, applying civil law principles to
relevant cases and issues.
Area of Study 3: The civil law in action
Investigate the role and operation of dispute resolution bodies and the methods employed in resolving civil disputes,
and examine the purpose and operation of civil pre-trial procedures and the adversarial nature of a civil trial, evaluate
the methods of dispute resolution, considering the difficulties faced by parties when attempting to resolve disputes.
Area of Study 3: The law in focus
Students undertake a detailed investigation of a specific area of the law. To develop knowledge and understanding
about issues in the law and their resolution, students consider one or more of the following areas of law:
• Contract law • Family law • Consumer protection laws • Workplace laws • Tenancy law
•Wills and inheritance • Sports and the law • Environmental law • Any other relevant area of civil law
Area of Study 4: A question of rights
Students examine an instance where an individual or group has suffered an abuse of their rights and sought redress
through the court system. Students discuss the impact of this case on the legal system and the rights of individuals.
Outcomes:
1. Explain the principles of civil law, law-making by courts,
and elements of torts, and apply these to relevant cases.
2. Explain and evaluate the processes for the resolution of
civil disputes.
3. Explain one or more area/s of civil law, and discuss the
legal system’s capacity to respond to issues and disputes
related to the selected area/s of law.
4. Describe an Australian case illustrating rights issue, and
discuss the impact of the case on the legal system and the
rights of individuals.
31
Assessment:
Assessment tasks are selected from the following:
• mock court or role-play
• essay
• folio and report
• test
• case study
• assignment
• report (written, visual, oral or multimedia)
Legal Studies Units 3 & 4
Unit 3: Law-making
Area of Study 1: Parliament and the citizen
This area of study focuses on the principles that underpin the Australian parliamentary system as well as an
investigation of parliament as a lawmaking body. Students evaluate the overall effectiveness of parliament as a lawmaking body.
Area of Study 2: The Constitution and the protection of rights
Students explore the means by which the Commonwealth Constitution protects rights in Australia and develop an
awareness of the rights and responsibilities of Australian citizens.
Area of Study 3: Role of the courts in law-making
In this area of study students develop an understanding of the role that courts play in developing the law and explore
the relationships between courts and parliament in law-making.
Outcomes:
Assessment:
1. Explain the structure and role of parliament, including
its processes and effectiveness as a law-making body,
describe why legal change is needed, and the means by
which such change can be influenced.
Outcome 1: School-assessed coursework
_ / 25 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcome 3: School-assessed coursework
_ / 25 marks
Outcomes 1-3:
Contributes 25% to study score
2. Explain the role of the Commonwealth Constitution in
defining law-making powers within a federal structure,
analyse the means by which law-making powers may
change, and evaluate the effectiveness of the
Commonwealth Constitution in protecting human rights.
3. Describe the role and operation of courts in lawmaking, evaluate their effectiveness as law-making bodies
and discuss their relationship with parliament.
Unit 4: Resolution and justice
Area of Study 1: Dispute resolution methods
Students investigate the jurisdictions of selected courts in the Victorian court hierarchy, and develop an understanding
of the need for a hierarchy of courts.
Area of Study 2: Court processes and procedures, and engaging in justice
Students investigate the major features of the adversary system of trial, and aided by a comparison with the
inquisitorial system of trial, evaluate the adversarial approach to dispute resolution. They also examine criminal and
civil pre-trial and post-trial procedures. Students investigate the role of criminal and civil juries, consider their
strengths and weaknesses, and suggest reforms and alternatives applicable to the current jury system.
Outcomes:
Assessment:
1. Describe and evaluate the effectiveness of institutions
and methods for the determination of criminal cases and
the resolution of civil disputes.
Outcome 1: School-assessed coursework
_ / 40 marks
Outcome 2: School-assessed coursework
_ / 60 marks
Outcomes 1-2:
Contributes 25% to study score
2. Explain the processes and procedures for the resolution
of criminal cases and civil disputes, and evaluate their
operation and application, and evaluate the effectiveness
of the legal system.
End of year exam:
Contributes 50 % to study score
32
Literature Units 1 & 2
Rationale: The study of literature develops knowledge and enjoyment of a wide range of literary texts. This subject
shares with English a general focus on the skilled use of the resources of language, but has a particular and distinctive
focus: texts that are valued for their use of language to recreate and interpret experience imaginatively.
Students will consider such representation in light of the Bible, which alone provides the only accurate means of
evaluating all life experiences.
Unit 1:
Area of Study 1: Readers and their responses
In this area of study students develop informed responses to texts. They explore the relationship between their response
and the ways texts represent human experience.
Area of Study 2: Ideas and concerns in texts
This area of study focuses on the ideas and concerns raised in texts and the ways social and cultural contexts are
represented.
Area of Study 3: Interpreting non-print texts
This area of study focuses on making meaning from non-print texts. Students come to understand how non-print texts,
like print texts, are not neutral but represent a point of view.
Outcomes:
1: Discuss how personal responses to literature are
developed and justify their own responses to one or more
texts.
2: Analyse and respond both critically and creatively to the
ways in which one or more texts reflect or comment on the
interests and ideas of individuals and particular groups in
society.
3: Analyse the construction of a film, television,
multimedia, or radio text and comment on the ways it
represents an interpretation of ideas and experiences.
Assessment:
Assessment tasks are selected from:
• essay (comparative, interpretive, analytical or discursive)
• debate
• journal entries
• close analysis of selected passages
• an original piece of writing responding to a text(s)
studied
• oral or written review
• multimedia presentation
• participation in an online discussion
• performance and commentary.
Unit 2:
Area of Study 1: The text, the reader and their contexts
This area of study focuses on the interrelationships between the text, readers and their social and cultural contexts.
Area of Study 2: Comparing texts
This area of study focuses on the way two or more texts relate to each other. Students make comparisons between the
ways in which different texts are constructed.
Outcomes:
1: Analyse and respond both critically and creatively to the
ways a text from a past era reflects or comments on the
ideas and concerns of individuals and groups at that time.
2: Produce a comparative piece of interpretative writing
with a particular focus; for example, ideas and concerns,
form of the text, author, time in history, social or cultural
context.
Assessment:
Assessment tasks are selected from:
• essay (comparative, interpretive, analytical or discursive)
• debate
• journal entries
• close analysis of selected passages
• an original piece of writing responding to a text(s)
studied
• oral or written review
• multimedia presentation
• participation in an online discussion
• performance and commentary.
33
Literature Units 3 & 4
Unit 3:
Area of Study 1: Adaptations and transformations
This area of study focuses on how the form of text is significant in the making of meaning. Students recognise the major
divisions of poetry, drama and prose and how these literary forms can be divided into genres.
Views, values and contexts: This area of study focuses on consideration of the views and values in texts and the ways in
which these are expressed to create particular perspectives of the world.
Area of Study 2: Views, values and contexts
This area of study focuses on consideration of the views and values in texts and the ways in which these are expressed to
create particular perspectives of the world. Students consider the issues, ideas and contexts writers choose to explore
and the way these are represented in the text. Students also consider how these representations may be shaped by and
reflect the cultural, social, historical or ideological contexts in which they were created.
Area of study 3: Considering alternative viewpoints
Students engage with the viewpoints of others, for example, in a review, critical essay and commentary. They consider
what is questioned by the text, for example the textʼs representation of gender, socioeconomic status, place and culture.
Students also discuss what remains unquestioned and the implications of the gaps and silences.
Outcomes:
Assessment:
1: Analyse how meaning changes when the form of a text
changes.
2: Analyse, interpret and evaluate the views and values of a
text in terms of the ideas, social conventions and beliefs
that the text appears to endorse, challenge or leave
unquestioned.
3: Evaluate views of a text and make comparisons with
their own interpretation.
Outcome 1: School-assessed coursework
_ / 40 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcome 3: School-assessed coursework
_ / 20 marks
Outcomes 1-3:
Contributes 25% to study score
Unit 4:
Area of Study 1: Creative responses to texts
This area of study focuses on the imaginative techniques used for creating a re-creating a literary work. In composing
their own responses, students show both how writers develop images of people and places, and an understanding of
language, voice, form and structure. Students can speculate about the writerʼs purpose and draw inferences from the
original text.
Area of Study 2: Close analysis
This area of study focuses on detailed scrutiny of the style, concerns and construction of a text. Students attend closely
to textual details to examine the ways specific features and/or moments in the text contribute to their overall
interpretations. Students may wish to consider features of the text such as structure, context, genre, imagery, rhythm,
irony, voice, setting, stage directions, dialogue, characterisation and mood.
Outcomes:
Assessment:
1: Respond imaginatively to a text, and comment on the
connections between the text and the response.
2: Analyse critically features of a text, relating them to an
interpretation of the text as a whole.
Outcome 1: School-assessed coursework
_ / 60 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcomes 1-2:
Contributes 25% to study score
End of year exam:
Contributes 50 % to study score
34
35
Mathematics
Aims of Mathematics
It is an underlying principle of the Mathematics study that all students will engage in the following mathematical
activities:
1.
2.
3.
Apply knowledge and skills: The study of aspects of the existing body of mathematical knowledge through
learning and practising mathematical algorithms, routines and techniques, and using them to find solutions to
standard problems.
Model, investigate and solve problems: The application of mathematical knowledge and skills in unfamiliar
situations, including situations which require investigative, modelling or problem solving approaches.
Use technology: The effective and appropriate use of technology to produce results which support learning
mathematics and its application in different contexts.
The structure of VCE Mathematics is summarised below.
Units 1 and 2
Units 1 and 2 General Mathematics is excellent preparation for students considering studying Further Mathematic
3 and 4. This subject fulfils many university and TAFE mathematics prerequisites. A pass in General Mathematics at
Year 11 standard is looked at favourably by employers in general and employers looking for new apprentices in
particular.
Units 1 and 2 Mathematical Methods (CAS) is intended as preparation for Mathematical Methods (CAS) Units 3
and 4, and allows you to choose a single or combined mathematics course in Year 12 (Maths Methods and/or Further
Maths). Students planning to study Maths/Science courses at university should enrol in this subject.
Units 3 and 4
Units 3 and 4 Further Mathematics prepares students in such varying studies such as Nursing, Marketing and
Scientific disciplines. Geometry and Trigonometry is used in Art and Design and Building Sciences. Business Maths and
Matrices are used in all Business Studies and Marketing Courses and for everyday living skills with money that will be
required in adulthood. Where possible the Further Mathematics course is made as relevant as possible to modern day
situations that you will face in your future. It will provide general preparation for employment or further study, in
particular, where data analysis is important. The assumed knowledge and skills are drawn from General Mathematics
Units 1 and 2. Students who have done only Mathematical Methods (CAS) Units 1 and 2 will also have had access to
assumed knowledge and skills to undertake Further Mathematics.
Units 3 and 4 Mathematical Methods (CAS) may be taken alone or in conjunction with Further Mathematics
Units 3 and 4. It will provide an appropriate background for further study in the engineering, science, humanities,
economics or medicine areas.
36
General Maths Units 1 & 2
General Mathematics is the study of Statistics and Probability, Arithmetic, Functions and Graphs, Algebra, Geometry
and Trigonometry.
Unit 1 & 2:
Arithmetic: Matrices, , Integer and rational number systems, Real and Complex number systems, Sequences & series.
Data Analysis and Simulation: Univariate & Bivariate data, Simulation
Algebra: Linear relations and equations, Non-linear relations and equations, Algebra and logic
Graphs of linear and non-linear relations: Linear graphs and modelling, Sketching and interpreting graphs,
Variation, Kinematics
Decision and Business Maths: Networks, Linear programming, Financial arithmetic
Geometry and Trigonometry: Shape and measurement, Geometry in 2 and 3 dimensions, Coordinate geometry,
Vectors, Trigonometric ratios and their applications
Outcomes:
Assessment:
1. Define and explain key concepts as specified in the
content from the areas of study, and apply a range of
related mathematical routines and procedures.
2. Apply mathematical processes in non-routine contexts,
analyse and discuss applications of math.
3. Use technology to produce results and carry out
analysis in situations requiring problem-solving,
modelling or investigative techniques or approaches
in at least three areas of study.
• assignments
• tests
• summary or review notes
• projects
• short written responses
• problem-solving tasks
Math Methods (CAS) Units 1 & 2
Units 1 & 2:
Maths Methods is the study of Functions including: Quadratic, Exponential, Logarithmic and Trigonometric, as well as
Algebra, Calculus and Probability.
At the end of Unit 1, students will be expected to have covered the material outlined in each area of study with the
exception of ‘Algebra’ which should be seen as extending across Units 1 and 2.
Outcomes:
Assessment:
1. Define and explain key concepts and apply a range of
related mathematical routines and procedures.






2. Apply mathematical processes in non-routine
contexts, and analyse and discuss these applications
3. Select and use a computer algebra system and other
technology to develop mathematical ideas.
37
Assignments
Tests
Summary or review notes
Projects
short written responses
problem-solving tasks;
Further Maths Units 3 & 4
Unit 3 & 4:
Further Maths consists of a core unit on Statistical Analysis and then three modules selected from Number Patterns,
Geometry and Trigonometry, Graphs and Relations, Business Related Mathematics, Networks and Decision
Mathematics and Matrices.
Outcomes:
Assessment:
1. Define and explain key terms and concepts.
Unit 3:
Outcome 1: _ / 30 marks
Outcome 2: _ / 20 marks
Outcome 3: _ / 10 marks
Outcomes 1-3:
Contributes 20% to study score
Unit 4:
Outcome 1: _ / 15 marks
Outcome 2: _ / 15 marks
Outcome 3: _ / 10 marks
Outcomes 1-3:
Contributes 14% to study score
2. Use mathematical concepts and skills.
3. Select and appropriately use technology to develop
mathematical ideas.
End of year exam 1:
Contributes 33 % to study score
End of year exam 2:
Contributes 33 % to study score
Math Methods (CAS) Units 3 & 4
Units 3&4:
Maths Methods consists of Functions and their graphs, Algebra, Calculus and Probability.
For Unit 4, the content from the ‘Calculus’ area of study would be likely to include the treatment of anti-differentiation,
integration, the relation between integration and the area of regions specified by lines or curves described by the rules of
functions, and simple applications of this content.
Outcomes:
Assessment:
1. Define and explain key concepts as specified in the
content from the areas of study, and apply a range of
related mathematical routines and procedures.
2. Apply mathematical processes in non-routine contexts,
and analyse and discuss these applications of
mathematics.
3. Select and appropriately use a computer algebra system
and other technology to develop mathematical ideas,
produce results and carry out analysis in situations
requiring problem-solving, modelling or investigative
techniques or approaches.
Unit 3:
Outcome 1: _ / 30 marks
Outcome 2: _ / 20 marks
Outcome 3: _ / 10 marks
Outcomes 1-3:
Contributes 20% to study score
Unit 4:
Outcome 1: _ / 15 marks
Outcome 2: _ / 15 marks
Outcome 3: _ / 10 marks
Outcomes 1-3:
Contributes 14% to study score
End of year exam 1:
Contributes 22 % to study score
End of year exam 2:
Contributes 44 % to study score
38
Media Units 1 & 2
Unit 1: Representation and technologies of representation
Area of Study 1: Representation
Students learn that media texts are created through a process of selection, construction and representation.
Representations of events, ideas and stories, which may appear natural and realistic, are mediated and constructed in
ways that are different from the audience’s direct experience of reality.
Area of Study 2: Technologies of representation
Students analyse how the application of the different media technologies affects the meanings that can be created in the
representations, and consider the use of codes and conventions to convey ideas and meaning in representations within
the context of the technologies used to construct these ideas.
Area of Study 3: New media
Students explore the emergence of new media technologies and investigate the changes, possibilities and issues that
arise from the development of new technologies, and how these alter audience experience and understanding of the
media.
Outcomes:
1. Describe the construction of specific media
representations and explain how the process of
representation can be interpreted by an audience.
2. Construct media representations in two or more media
forms and compare these representations
3. Discuss creative and cultural implications of new media
technologies.
Assessment:
Assessment tasks are selected from the following:
• audiovisual or video sequences
• tests
• photographs
• print layouts
• written responses
• oral reports
• multimedia sequences or presentations
Unit 2: Media production and the media industry
Area of Study 1: Media production
Students develop an understanding that as each media product progresses through the various stages of production, the
work practices and conventions of each specific stage and role help shape the nature of the final media product.
Area of Study 2: Media industry production
Students focus on national, international and global media industry issues, and the developments in the media industry
and their impact on the production stages.
Area of Study 3: Australian media organisations
Students analyse Australian media organisations within a cultural, aesthetic, legal, political, economic, institutional and
historical framework. They learn that other factors such as sources of revenue, ratings, circulation and distribution, and
ownership and control, influence the nature and range of texts produced by media organisations.
Outcomes:
1. Demonstrate specialist production skills within
collaborative media productions, and explain and reflect
on the media production process.
2. Discuss media industry issues and developments
relating to the production stages of a media product, and
describe specialist roles within the media industry.
3. Describe characteristics of Australian media
organisations and discuss the social, cultural an industrial
framework within which such organisations operate.
Assessment:
Assessment tasks are selected from the following:
• audiovisual or video sequences
• tests
• photographs
• print layouts
• written responses
• oral reports
• multimedia sequences or presentations
39
Media Units 3 & 4
Unit 3: Narrative and media production design
Area of Study 1: Narrative
Students analyse the narrative organisation of fictional film, television or radio drama texts and learn that narrative is a
fundamental element in the construction of meaning in media products.
Area of Study 2: Media production skills
This area of study focuses on the development of specific media production skills and technical competencies using
media technologies and processes in one or more media forms. Students plan, undertake and evaluate two production
exercises to develop skills appropriate to the technical equipment, applications and media processes available to them.
Area of Study 3: Media production design
Students focus on the preparation of a production design plan for a media product designed for a specific audience in a
selected media form. Students develop and record concepts and ideas for production, documenting the intention of the
proposed production, the audience/s for which the production is planned, how and where the production is designed to
be consumed, and the intended effects on the specified audience.
Outcomes:
Assessment:
1. Analyse the nature and function of production and story
elements in narrative media texts, and discuss the impact
of these elements on audience engagement.
2. Use a range of technical equipment, applications and
media processes and evaluate the capacity of these to
present ideas, achieve effects and explore aesthetic
qualities in media forms.
3. Prepare and document a media production design plan
in a selected media form for a specified audience.
Outcome 1:
School-assessed coursework
Contributes 6% to study score
Outcomes 2-3: School-assessed task
See Outcome 1Unit 4
Unit 4: Media process, social values and media influence
Area of Study 1: Media process
Students complete a media product based on a media production design plan completed in Unit 3.
Area of Study 2: Media texts and society’s values
Students focus on the relationship between society’s values and media texts. Students undertake the study of an
identified significant idea, social attitude or discourse located in a range of media texts to critically analyse its
representation in the media
Area of Study 3: Media influence
This area of study focuses on an analysis of media influence. Students explore the complexity of the relationship
between the media, its audiences and the wider community in terms of the nature and extent of the media’s influence.
Students examine arguments and evidence arising from a range of historical and contemporary developments that offer
a range of perspectives about the nature, characteristics and extent of media influence on individuals and society.
Outcomes:
Assessment:
1. Produce a media product for an identified audience from
the media production design plan prepared in Unit 3.
2. Discuss and analyse the construction, distribution
and interpretation of society’s values as represented
in media texts
3. Analyse and present arguments about the nature and
extent of media influence.
Outcome 1:
School-assessed task
Contributes 37% to study score
Outcome 2:
School-assessed coursework
Outcome 3:
School-assessed coursework
Outcomes 2-3:
Contributes 12% to study score
End of year exam
Contributes 45% to study score
40
Outdoor & Environmental Studies Units 1 & 2
Rationale:
The Outdoor & Environmental Studies course gives students the opportunity to grow & develop their skills in outdoor
environments. Students are encouraged to investigate God’s creation and the variety of ways in which we interact with
creation. Stewardship of the gift that God has given us is a strong theme throughout the course and minimal impact
practices are followed in all of our practical activities.
Unit 1: Exploring outdoor experiences
Area of Study 1: Motivations for outdoor experiences
Students examine motivations for and responses to nature and outdoor experiences and learn to plan for and engage in
safe participation in outdoor experiences.
Area of Study 2: Experiencing outdoor environments
Students consider factors that affect access to outdoor experiences, and describe the effect of different technologies on
outdoor experiences, examining how all of these influence the ways humans understand nature.
Outcomes:
Assessment:
1. Describe motivations for participation in and personal
responses to outdoor environments.
2. Describe ways of knowing and experiencing outdoor
environments and evaluate factors that influence outdoor
experiences.
Assessment tasks are selected from the following:
• a journal/report of outdoor experiences
• a case study analysis
• oral presentations
• practical reports in a non-text format
• data analysis
• tests
• written responses
Unit 2: Discovering outdoor environments
Area of Study 1: Investigating outdoor environments
Introduces students to the characteristics of a variety of outdoor environments, including those visited during practical
outdoor experiences. Students investigate different types of outdoor environments from a number of perspectives.
Area of Study 2: Impacts on outdoor environments
Students focus on human activities undertaken in outdoor environments and their impacts on those environments.
Students investigate and model individual and group responsibilities for activities in outdoor environments, including
codes of conduct for recreational activities and community-based environmental action to promote positive impacts on
outdoor environments.
Outcomes:
Assessment:
1. Describe the characteristics of different outdoor
environments and analyse a range of understandings of
these environments
2. Evaluate human impacts on outdoor
environments and analyse procedures for promoting
positive impacts
Assessment tasks are selected from the following:
• a journal/report of outdoor experiences
• a case study analysis
• oral presentations
• practical reports in a non-text format such as
multimedia, audio podcasts, annotated visual display
• data analysis
• tests
• written responses
41
Outdoor & Environmental Studies Units 3 & 4
Unit 4: Relationships with outdoor environments
Area of Study 1: Historical relationships with outdoor environments
This area of study explores how Australians have understood and interacted with outdoor environments over time. Case
studies are used to analyse the role of environmental movements in changing human relationships with outdoor
environments. Students must study the role of at least one environmental movement in changing relationships with
outdoor environments.
Area of Study 2: Contemporary relationships with outdoor environments
Students examine current relationships between humans and outdoor environments. They examine a number of ways
outdoor environments are portrayed in different media; the dynamic nature of relationships between humans and their
environment; and the social, cultural, economic and political factors that influence these relationships. Students engage
in practical outdoor experiences that enable them to collect information about, and reflect on and analyse,
contemporary relationships with outdoor environments.
Outcomes:
Assessment:
1. Explain and evaluate how relationships with Australian
outdoor environments have changed over time
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcomes 1-2:
Contributes 25% to study score
2. Analyse and evaluate the factors influencing
contemporary societal relationships with outdoor
environments
Unit 4: Sustainable outdoor relationships
Area of Study 1: Healthy outdoor environments
Students examine the nature of sustainability and, using key indicators, evaluate the health of outdoor environments.
They investigate current and potential impacts of damage to outdoor environments. Practical outdoor experiences
enable students to further develop and apply their practical knowledge and skills for safe and sustainable interaction
with outdoor environments.
Area of Study 2: Sustainable outdoor environments
Students focus on the sustainability of environments in order to support the future needs of ecosystems, individuals
and society, and the skills needed to be an environmentally responsiblecitizen. Students investigate at least two case
studies of conflicts of interest between people involved in uses of outdoor environments, and develop a clear
understanding of the methods and processes commonly used to resolve these conflicts.
Outcomes:
Assessment:
1. Evaluate the contemporary state of Australian outdoor
environments, and analyse the importance of healthy
outdoor environments and sustainability for individuals
and society, with reference to specific outdoor
experiences.
Outcome 1: School-assessed coursework
_ / 40 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcomes 1-2:
Contributes 25% to study score
2. Analyse conflicts of interest over the use of outdoor
environments, and evaluate practices and strategies for
sustaining outdoor environments, with reference to
specific outdoor experiences.
End of year exam:
Contributes 50 % to study score
42
Philosophy Units 1 & 2
Unit 1: Existence, knowledge and reasoning
Area Of Study 1: Metaphysics
Metaphysics is the study of the basic structures and categories of what exists, or of reality. It is the attempt to work out
a logical account of everything that we know or believe about existence, including all our scientific knowledge. Students
explore the implications of accepting particular metaphysical views in the contexts of relevant contemporary debates.
Area Of Study 2: Epistemology
Students study the difference between belief or opinion, and the certainty associated with knowledge, and also consider
the implications of accepting particular views about knowledge in the contexts of relevant contemporary debates.
Area Of Study 3: Introduction to logic and reasoning
Students practise some basics of formal and informal logic and other techniques of critical thinking, such as analogy,
that are essential to the study of problems in metaphysics and epistemology.
Outcomes:
1. Analyse metaphysical problems, evaluate viewpoints
and arguments arising from these, and analyse
philosophical issues in relevant contemporary debates.
2. Analyse epistemological problems, evaluate viewpoints
and arguments arising from these, and analyse
philosophical issues in relevant contemporary debates.
3. Apply methods of philosophical inquiry to the analysis
of philosophical viewpoints and arguments, including
those in metaphysics and epistemology.
Assessment:
Assessment is selected from the following:
• essay
• written analysis
• short-answer responses
• test
• written reflection
• written exercises
• presentations (oral, multimedia)
• dialogue (oral, written)
Unit 2: Ethics and philosophical investigation
Area Of Study 1: Ethics
What should I do? What is right? On what basis can we choose between different courses of action? Is morality a matter
of personal prejudice or can we give good reasons for holding particular moral beliefs? Are there fundamental moral
beliefs which should be universally binding, or are they merely preferences that develop as a result of particular cultural
contexts?
Area Of Study 2: Other great questions in philosophy
In this area of study students investigate one of four specialist topics: Aesthetics, Philosophy of religion, Political
philosophy or Other traditions of thought.
Area Of Study 3: Techniques of reasoning
In this area of study students develop their abilities to analyse philosophical arguments, apply techniques of logic,
construct and manipulate chains of reasoning, identify and describe reasoning errors, including common fallacies, and
analyse and develop analogies in response to philosophical problems.
Outcomes:
1. Analyse ethical problems, evaluate viewpoints and
arguments arising from these, and analyse philosophical
issues in relevant contemporary debates.
2. Analyse problems, evaluate viewpoints and arguments
arising from these, and analyse philosophical issues in
relevant contemporary debates.
3. Apply methods of philosophical inquiry to the analysis
of philosophical viewpoints and arguments, including
those in ethics and a selected topic in philosophy.
Assessment:
Assessment is selected from the following:
• essay
• written analysis
• short-answer responses
• test
• written reflection
• written exercises
• presentations (oral, multimedia)
• dialogue (oral, written)
43
Philosophy Units 3 & 4
Unit 3: Minds, Bodies and Persons
Area Of Study 1: Minds and Bodies
Philosophers often argue over whether everything ultimately can be explained by the laws of physics or whether there
are mental events that fall outside physical and causal explanation. In this area of study students explore the ways in
which ancient and modern thinkers have deployed the concepts of ‘psyche’ (usually translated as ‘soul’) and ‘mind’ in
the context of these debates.
Area Of Study 2: Personal Identity
In this area of study students explore selected theories of personal identity and the arguments for and against them,
including theories that the continuity of self is illusory. Students will consider how thought experiments can be used to
explore and challenge theories of personal identity. Students apply their understanding of philosophical concepts and
problems related to personal identity to analyses of contemporary debates such as organ transplants and cloning.
Outcomes:
1. Discuss concepts relating to the mind, psyche and body,
and analyse and evaluate viewpoints and arguments
concerning the relationship between the mind and body,
and psyche and body.
2. Analyse compare and evaluate theories of personal
identity in set texts and discuss related contemporary
debates.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcomes 1-2:
Contributes 25% to study score
Unit 4: The Good Life
Area Of Study 1: Conceptions of the Good Life
What This area of study exposes students to philosophical debates and perspectives on the nature of the good life
through a study of philosophical texts from ancient, modern and contemporary sources. As they reflect on the
implications of accepting the views and arguments presented by these thinkers, they develop their own critical
responses to the authors’ viewpoints and arguments.
Area Of Study 2: Living the Good Life in the Twenty-First Century
In this In this area of study students develop and justify responses to debates on consumerism, technology and
our obligations to others in relation to the good life. They explore the interplay between the changing conditions of
contemporary life and our ability to live a good life, considering how the strength of the interplay is dependent not only
on the nature of developments in contemporary life but on the conception of the good life.
Outcomes:
1. Analyse, compare and evaluate the philosophical
viewpoints and arguments in set texts in relation to the
good life.
2. Discuss contemporary debates related to the good life
and the interplay between social and technological
developments and conceptions of the good life.
Assessment:
Outcome 1: School-assessed coursework
_ / 60 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcomes 1-2:
Contributes 25% to study score
End of year exam:
Contributes 50 % to study score
44
Physical Education Units 1 & 2
Rationale:
Students will participate in a variety of challenging physical activities. Students are encouraged to understand that
physical activity is enjoyable and part of the full celebration of life that God has graciously given to us. Senior P.E.
students at Bayside are involved in coaching and encouraging students to become involved in physical activity thereby
assisting development of the whole school community.
Unit 1: Bodies in motion
Area of Study 1: Body systems and human movement
Students examine the systems of the human body and how they translate into movement through practical activities
they explore the major components of the musculoskeletal, cardiovascular and respiratory systems and their
contributions and interactions during physical activity.
Area of Study 2: Biomechanical movement principles
Investigate and analyse movements in a variety of activities to develop an understanding of how the correct application
of biomechanical principles leads to improved performance.
Area of Study 3: One detailed study is to be selected from:
• Technological advancements from a biomechanical perspective • Injury prevention and rehabilitation.
Outcomes:
1. Collect and analyse information from a variety of
practical activities to explain how the musculoskeletal,
cardiovascular and respiratory systems function, and how
the aerobic and anaerobic pathways interact with the
systems to enable human movement.
2. Collect and analyse information from a variety of
practical activities to explain how to develop and refine
movement in a variety of sporting actions through the
application of biomechanical principles.
3. Outcome 3 – Detailed Study
Assessment:
Assessment is selected from the following:
• a practical laboratory report
• a case study analysis
• a data analysis
• a folio/diary of participation in practical activities
• a visual presentation
• a physical simulation or model
• an oral presentation such as podcast, debate
• a written report
• a test.
Unit 2: Sports coaching and physically active lifestyles
Area of Study 1: Effective coaching practices
Students focus on the roles and responsibilities of a coach as well as looking at coaching pathways and accreditation.
Area of Study 2: Physically active lifestyles
Students investigate the range of physical activity options in the community and factors that facilitate involvement in
physical activity and consider barriers to participation for various population groups. Students create and implement a
program that encourages compliance with the National Physical Activity Guidelines for a given age group.
Area of Study 3: One detailed study is to be selected from:
• Decision making in sport • Promoting active living.
Outcomes:
1. Demonstrate their knowledge of, and evaluate, the skills
and behaviours of an exemplary coach, and explain the
application of a range of skill learning principles used by a
coach.
2. Collect and analyse data related to individual and
population levels of participation in physical activity, and
sedentary behaviour, and create and implement strategies
that promote adherence to the National Physical Activity
Guidelines.
3. Outcome 3 – Detailed Study
Assessment:
Assessment is selected from the following:
• a practical laboratory report
• a case study analysis
• a data analysis
• a critically reflective folio/diary
• a visual presentation
• a multimedia presentation
• a physical simulation or model
• an oral presentation such as podcast, debate
• a written report
• a test.
45
Physical Education Units 3 & 4
Unit 1: Physical activity participation and physiological performance
Area of Study 1: Monitoring and promotion of physical activity
This area of study uses subjective and objective methods for assessing the student’s own and another cohort’s physical
activity and sedentary levels. Students analyse the advantages and limitations of each of these methods to determine
the most appropriate measure for a given setting.
Area of Study 2: Physiological responses to physical activity
Students explore the various systems and mechanisms associated with the energy required for human movement. They
consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to
the working muscles. They examine the way in which energy for activity is produced via the three energy systems and
the associated fuels used for activities of varying intensity and duration. Students also consider the many contributing
factors to fatigue as well as recovery strategies used to return to pre-exercise conditions. Through practical activities
students explore the relationship between the energy systems during physical activity.
Outcomes:
Assessment:
1. Analyse individual and population levels of sedentary
behaviour and participation in physical activity, and
evaluate initiatives and strategies that promote adherence
to the National Physical Activity Guidelines.
Outcome 1: School-assessed coursework
_ / 40 marks
Outcome 2: School-assessed coursework
_ / 20 marks
Outcomes 1-2:
Contributes 25% to study score
2. Use data collected in practical activities to analyse how
the major body and energy systems work together to
enable movements to occur, and explain the fatigue
mechanisms and recovery strategies.
Unit 2: Enhancing performance
Area of Study 1: Planning, implementing and evaluating a training program
This area of study focuses on the components of fitness and assessment of fitness from a physiological perspective.
Students consider the manner in which fitness can be improved by the application of appropriate training principles
and methods. Students conduct an activity analysis of an elite athlete to determine the fitness requirements of a
selected sport. They participate in fitness testing and an individual training program and evaluate this from a
theoretical perspective.
Area of Study 2: Performance enhancement and recovery practices
This area of study explores nutritional, physiological and psychological strategies used to enhance performance.
Students examine legal and illegal substances and methods of performance enhancement and develop an
understanding of different anti-doping codes. Students consider strategies used to promote recovery, including
nutritional, physiological and psychological practices.
Outcomes:
Assessment:
1. Plan, implement and evaluate training programs to
enhance specific fitness components.
Outcome 1: School-assessed coursework
_ / 60 marks
Outcome 2: School-assessed coursework
_ / 40 marks
Outcomes 1-2:
Contributes 25% to study score
2. Analyse and evaluate strategies designed to enhance
performance or promote recovery.
End of year exam:
Contributes 50 % to study score
46
Physics Units 1 & 2
Unit 1:
Area of Study 1: Nuclear physics and radioactivity
Students develop knowledge and skills to contribute to informed debate on the use of nuclear and radioactive
technological applications in society. Students will use the concepts of nuclear physics and radioactivity in the contexts
of environmental radiation and the production and use of radioisotopes in industry. They will access information
related to the use of nuclear reactions and radioactivity.
Area of Study 2: Electricity
Students develop circuit models to analyse electrical phenomena and undertake practical investigations of circuit
components. Students will use electrical circuits in the contexts of simple battery operated DC devices, household
electricity, and car electrical systems.
Area of Study 3: Detailed study
Six detailed studies are available for selection in Unit 1. One detailed study is to be selected from:
• Astronomy • Astrophysics • Energy from the nucleus • Investigations: Flight
• Investigations: Sustainable energy sources • Medical physics.
Outcomes:
Assessment:
A practical investigation (student designed or adapted)
and
a selection from the following:
• an annotated folio of practical activities
• a data analysis
• a multimedia or web page presentation
• a response to a media article
• a summary report of selected practical investigations
including maintenance of a logbook
• a written report
• a test (short answer and extended response).
1. Explain and model relevant physics ideas to describe
the sources and uses of nuclear reactions and radioactivity
and their effects on living things, the environment and in
industry.
2. Investigate and apply a basic DC circuit model to simple
battery operated devices, car and household (AC)
electrical systems, and describe the safe and effective use
of electricity by individuals and the community.
Unit 2:
Area of Study 1: Motion
Students learn about the models used to explain motion from the early theories of Aristotle and the work of Galileo and
Newton. These theories are developed through the examination of aspects of motion including transport, games and
sport.
Area of Study 2: Wave-like properties of light
Light phenomena are examples of the interaction of the physical world with human biology. The wave model of light,
compared with the particle model of light, will be evaluated in terms of satisfactorily explaining light phenomena.
Area of Study 3: Detailed study
Six detailed studies are available for selection in Unit 2. The detailed study chosen in Unit 2 must be a different detailed
study from that chosen in Unit 1. One detailed study is to be selected from:
• Astronomy • Astrophysics • Energy from the nucleus • Investigations: Flight
• Investigations: Sustainable energy sources • Medical physics.
Outcomes:
Assessment:
A practical investigation (student designed, adapted or
extended)
and
a selection from the following:
• an annotated folio of practical activities
• a data analysis
• a multimedia or web page presentation
• a response to a media article
• a summary report of selected practical investigations
including maintenance of a logbook
• a written report
• a test (short answer and extended response).
1. Investigate, analyse and mathematically model motion
of particles and bodies in terms of Aristotelian, Galilean
and Newtonian theories.
2. Describe and explain the wave model of light, compare
it with the particle model of light and apply it to observed
light phenomena in practical investigations.
3. Outcome 3 – Detailed Study
47
Physics Units 3 & 4
Unit 3:
Area of Study 1: Motion in one and two dimensions
This study should focus on everyday motion that is relevant, familiar and interesting to students. Newton’s insight into
gravity has led to understanding of the motion of the solar system, the achievements of space travel, and satellite
technology. Students will use the Newtonian laws of motion in the contexts of transport and safety on Earth, and
motion in space.
Area of Study 2: Electronics and photonics
Photonics is the science of using light to manipulate information and energy and involves all facets of visible, ultraviolet
and infrared radiation; this includes its detection, transport, storage and manipulation. Photonics is the basis of much
of modern communication technology. Photonic devices are used with electronic components in smoke detectors,
burglar alarms, safety interlocks, televisions, cathode ray oscilloscopes, relative position sensors, communication
devices including fibre optic cables, modulators and demodulators, CD readers and writers, and computer networks.
Some phenomena which characterise the interface between electronics and photonics are introduced.
Area of Study 3: One detailed study is to be selected from:
• Einstein’s special relativity
• Materials and their use in structures • Further electronics
• Synchrotron and its applications • Photonics
• Sound
Outcomes:
Assessment:
1. Investigate motion and related energy transform-ations
experimentally, and use the Newtonian model in one and
two dimensions to analyse motion in the context of
transport and related aspects of safety, and motion in
space.
2. Investigate, describe, compare and explain the
operation of electronic and photonic devices, and analyse
their use in domestic and industrial systems.
3. Outcome 3 – Detailed Study
Outcome 1: School-assessed coursework
_ / 40 marks
Outcome 2: School-assessed coursework
_ / 30 marks
Outcomes 1-2:
Contributes 16% to study score
Outcome 3: Detailed study see Unit 4
Unit 4:
Area of Study 1: Electric power
The generation, transmission, distribution and use of electric power are crucial to modern life. Students will use
evidence and models of electrical, magnetic and electromagnetic effects in the contexts of electric motors, generators,
alternators and transformers, and electric power transmission and distribution.
Area of Study 2: Interactions of light and matter
Light has been described both as a particle and as a wave. The electron has wave-like properties too. This has led to
different ways of thinking, not only about light, but also about matter. These ideas are explored using experimental
evidence and conceptual models so that the development of the ideas can be followed alongside developments in
technology.
Area of Study 3: One detailed study is to be selected from:
• Einstein’s special relativity
• Materials and their use in structures • Further electronics
• Synchrotron and its applications • Photonics
• Sound
Outcomes:
1. Investigate and explain the operation of electric motors,
generators and alternators, and the generation,
transmission, distribution and use of electric power.
2. Use wave and photon models to analyse, interpret and
explain interactions of light and matter and the quantised
energy levels of atoms.
3. Outcome 3 – Detailed Study
Assessment:
Outcome 1: School-assessed coursework
_ / 40 marks
Outcome 2: School-assessed coursework
_ / 30 marks
Outcome 3: Detailed study
_ / 30 marks
Outcomes 1-3:
Contributes 24% to study score
End of year exam:
Contributes 60 % to study score
48
Product Design and Technology Units 1 & 2
Rationale: Students are given the opportunity to develop skills in identifying and utilizing those areas of technological
advancements that will help them to research and produce items that relate to set design briefs.
Each student will undertake meaningful practical tasks that have a direct bearing on developing their God given gifts
that relate to chosen career paths.
Throughout the four units of study, students’ learning experiences will have a Christian focus on the ethical
responsibilities of producing items that incorporate primary resources from God’s creation.
Unit 1: Product re-design and sustainability
Area of Study 1: Product re-design for improvement
Students examine how an existing product currently fulfils the need of a user. They consider how the product could be
improved. Students write a design brief for a product’s modification and improvement by altering at least three points
of the original design, ensuring the primary purpose/function of the original product remains. One of the alterations
should aim to improve the product’s sustainability.
Area of Study 2: Producing and evaluating a re-designed product
Focuses on the implementation of the design and planning completed in Outcome 1. Referring to their working
drawings and production plans, students safely apply a range of techniques and processes to make the re-designed
product or prototype.
Outcomes:
1. Re-design a product using suitable materials with the
intention of improving aspects of the product’s aesthetics,
functionality or quality, including consideration of
sustainability.
2. Use and evaluate materials, tools, equipment and
processes to make a re-designed product or prototype,
and compare the finished product or prototype with the
original design.
Assessment:
Assessment tasks are selected from the following:
• design folio that contains a design brief, evaluation
criteria, research, visualisations and design options,
working drawings, production plan, and evaluation report
• prototype or product and records of production and
modifications
• multimedia presentation supported by speaker’s notes
• short written report that includes materials testing or
trialling activities, industry visits, technical reports
• case study analysis
• oral report supported by notes or visual materials.
Unit 2: Collaborative design
Area of Study 1: Designing within a team
Students work both individually and as members of a small design team to address a problem, need or opportunity and
consider the associated human-centred design factors. They design a product within a range, based on a theme, or a
component of a group product. They research and refer to a chosen style or movement.
Area of Study 2: Producing and evaluating a collaboratively designed product
Students apply knowledge, skills, techniques and processes (including risk management) to make and evaluate their
designed product/s.
Outcomes:
1. Design and plan a product, a product range or a group
product with component parts in response to a design
brief based on a common theme, both individually and
within a team.
2. Justify, manage and use appropriate production
processes to safely make a product and evaluate,
individually and as a member of a team, the processes and
materials used.
Assessment:
Assessment tasks are selected from the following:
• design folio that contains a design brief, evaluation
criteria, research, visualisations and design options,
working drawings, production plan, and evaluation report
• product and records of production and modifications
• multimedia presentation supported by speaker’s notes
• short written report that includes materials testing or
trialling activities, industry visits, technical reports
• oral report supported by notes and/or visual materials.
49
Product Design and Technology Units 3 & 4
Unit 3: Applying the Product design process
Area of Study 1: The designer, client and/or end-user in product development
Students examine how a design brief is structured, how it addresses particular product design factors and how
evaluation criteria are developed from the constraints and considerations in the brief. They develop an understanding
of techniques in using the design brief as a springboard to direct research and design activities.
Area of Study 2: Product development in industry
Students examine how a range of factors, including new and emerging technologies, and international and Australian
standards, influence the design and development of products within industrial manufacturing settings. They consider
issues associated with obsolescence and sustainability models.
Area of Study 2: Designing for others
Students focus on working as a designer and applying the Product design process to meet the needs and requirements
of a client and/or an end-user.
Outcomes:
Assessment:
1. Explain the roles of the designer, client and/ or enduser/s, the Product design process and its initial stages
Outcome 1: School-assessed coursework
_ / 25 marks
Outcome 2: School-assessed coursework
_ / 35 marks
Outcomes 1-2:
Contributes 12% to study score
2. Explain and analyse influences on the design,
development and manufacture of products within
industrial settings.
3. Present a folio that documents the Product design
process used while working as a designer to meet the
needs of a client and/or an end-user.
Outcome 3: School-assessed task
See Unit 4
Unit 4: Product development and evaluation
Area of Study 1: Product analysis and comparison
Students examine design factors that influence the success or otherwise of commercially available products.
Area of Study 2: Product manufacture
Students focus on the skills, production techniques and processes employed to make a product to suit the needs of a
client and/or an end-user.
Area of Study 3: Product evaluation
Students use evaluation criteria, carry out checks and tests, and gain client and/or end-user feedback to determine how
well their product meets the needs and requirements outlined in the design brief developed in Unit 3.
Outcomes:
1. Compare, analyse and evaluate similar commercial
products.
2. Safely apply a range of production skills and processes
to make the product designed in Unit 3, and manage time
and resources effectively and efficiently.
3. Evaluate the outcomes of the design, planning and
production activities, explain the product’s design features
to the client and/or an end-user and outline its care
requirements.
Assessment:
Outcome 1: School-assessed coursework
_ / 40 marks
Outcome 1:
Contributes 8% to study score
Outcome 2: School-assessed task
_ / 30 marks
Outcome 3: School-assessed task
_ / 30 marks
Outcomes 2-3:
Contributes 50% to study score
End of year exam:
Contributes 30 % to study score
50
Psychology Units 1 & 2
Rationale:
Psychology is the study of human thoughts, feeling and behaviour. The Bible contains many verses in which the value of
active reflection on one’s thoughts, feelings and behaviour is emphasised. . It can be seen as the perpetual call issued
from the mouth of every prophet and indeed from Christ Himself. One of the clearest calls to reflect upon ourselves is
found in 1 Timothy 4:16. Here one is called to “Watch one’s (your) life and doctrine closely.” The “watching” or studying
of life is at the core of VCE Psychology.
Unit 1: Introduction to psychology
Area of Study 1: What is psychology?
Who am I? What is the relationship between my mind and my brain? Why do I behave as I do? Why do I perceive
things the way I do? These are some of the questions which have driven the development of psychology since its
philosophical beginnings to its present status as a scientific field of study. Students investigate aspects of visual
perception to consider how psychologists approach the study of the mind and human behaviour from biological,
behavioural, cognitive and socio-cultural perspectives.
Area of Study 2: Lifespan psychology
What makes me the person I am? Was I born this way? Will I stay this way? What will change as I age? These questions
are integral to the study of lifespan psychology – the psychological development of an individual from infancy to old
age, which includes the complex interaction of heredity and environment. This area of study focuses on changes in the
interaction between biological, cognitive and socio-cultural influences and learned behaviours that contribute to an
individual’s psychological development and mental wellbeing at different stages.
Outcomes:
1. Describe how research has informed different
psychological perspectives used to explain human
behaviour, and explain visual perception through these
perspectives.
2. Describe a range of psychological development theories
and conduct an investigation into one stage in the lifespan
of an individual.
Assessment:
Assessment tasks are selected from the following:
• research investigation
• test
• evaluation of research
• essay
• media response
• data analysis
• oral presentation
• debate
• annotated folio of practical activities
• visual presentation, for example concept map, graphic
organiser, poster
Unit 2: Self and others
Area of Study 1: Interpersonal and group behaviour
How does my behaviour affect others? How do others affect me? Why do some people seem to behave differently
around different people? Students consider the findings of key classic and contemporary research as a means to
explaining the formation of attitudes, and individual and group behaviour.
Area of Study 2: Intelligence and personality
What makes me the unique person I am? Why isn’t everyone else like me? What does being intelligent mean? Does
everyone think like I do? Students explore scientific ways of describing, measuring and classifying intelligence and
personality. They analyse classic and contemporary theories of intelligence and personality, including the influence of
genetic and environmental factors. They consider associated ethical issues including the use of standardised
psychological tests.
Outcomes:
1. Explain how attitudes are formed and changed and
discuss the factors that affect the behaviour of individuals
and groups.
2. Compare different theories of intelligence and
personality, and compare different methodologies used in
the measurement of these.
Assessment:
Assessment tasks are selected from the following:
• research investigation
• test
• evaluation of research
• essay
• media response
• data analysis
• oral presentation
• debate
• annotated folio of practical activities
• visual presentation, for example concept map, graphic
organiser, poster
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Psychology Units 3 & 4
Unit 3: The conscious self
Area of Study 1: Mind, brain and body
Why do I think and feel the way I do? How does my brain work? What is the relationship between my brain and my
mind? What happens when I sleep? Students explore the relationships between consciousness and thoughts, feelings
and behaviour by comparing the characteristics of normal waking consciousness with altered states of consciousness.
They examine how the understanding of consciousness and sleep patterns has been enhanced by developments in brain
stimulation, recording and imaging technologies, and the expansion of knowledge in cognitive neuroscience.
Area of Study 2: Memory
Why do I remember some things and forget others? How are memories formed? Students investigate the retention of
experiences and learning as memory and the factors that affect retention and recall of information. They study the
neural basis of memory and the connectivity between brain areas to explain the complexity of memory, factors that
affect memory and its decline over time, and the cause of forgetfulness. Students examine models that explain
processes and types of memory, consider how to measure retention of memory and investigate techniques for
improving and manipulating memory.
Outcomes:
1. Explain the relationship between the brain, states of
consciousness including sleep, and behaviour, and
describe the contribution of selected studies to the
investigation of brain function.
2. Compare theories that explain the neural basis of
memory and factors that affect its retention, and evaluate
the effectiveness of techniques for improving and
manipulating memory.
Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcomes 1-2:
Contributes 20% to study score
Unit 4: Brain, behaviour and experience
Area of Study 1: Learning
How do we learn? Why do some people learn faster than others? How important are role models in shaping behaviour?
This area of study explores the characteristics of learning as a process that plays a part in determining behaviour.
Students study the neural basis of learning, and examine different types of learning: classical conditioning, operant
conditioning, observational learning, one-trial learning, trial and error learning, insight learning and latent learning.
Behaviour not dependent on learning is also explored.
Area of Study 2: Mental health
What does mental health mean? How can ‘normality’ be defined? Is feeling stressed ‘normal’? What is the relationship
between mental health and illness? How can mental wellbeing be enhanced? Students identify the mechanisms
underpinning the range of usual human emotions such as anxiety, stress, anger, sadness and happiness. Students learn
to distinguish between normal or universal experiences such as stress, anxiety and moodiness, and chronic conditions
such as addiction, depression, anxiety and phobias which fall into the category of mental illness or psychological
disorder.
Outcomes:
1. Explain the neural basis of learning, and compare and
contrast different theories of learning and their
applications.
2. Differentiate between mental health and mental illness,
and use a biopsychosocial framework to explain the causes
and management of stress and a selected mental disorder.
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Assessment:
Outcome 1: School-assessed coursework
_ / 50 marks
Outcome 2: School-assessed coursework
_ / 50 marks
Outcomes 1-2:
Contributes 20% to study score
End of year exam:
Contributes 60 % to study score
Visual Communication Design 1 & 2
Rationale:
One of the functions of the visual arts has been to emphasise individual interpretation and expression in unique ways.
When man produces and contemplates works of art, he uses them to help him understand himself and the world around
him. Art is also a vehicle for cultural expression and transmission; it often reflects cultural values, beliefs and customs.
Unit 1: Introduction to visual communication design
Area of Study 1: Drawing as a means of communication
Students are introduced observation, visualisation and presentation drawing methods, and explore of a range of
materials and techniques to create drawings for different purposes.
Area of Study 2: Design elements and design principles
Focuses on the selection and application of elements and principles to create visual communications for stated
purposes.
Area of Study 3: Visual communication design in context
A case study approach to investigate how existing visual communications are influenced by historical, social and
cultural factors.
Outcomes:
1. Create visual communications for specific contexts,
purposes and audiences that are informed by their analysis
of existing visual communications.
2. Describe how visual communications are designed and
produced in the design industry and explain those factors
that influence these practices.
Assessment:
Assessment tasks are selected from the following:
• folio of observational, visualisation and presentation
drawings created using manual and/or digital methods
• final presentations created using manual and/or digital
methods
• written report of a case study
• annotated visual report of a case study
• oral report of a case study supported by written notes
and/or visual materials.
Unit 2: Applications of visual communication design
Area of Study 1: Technical drawing in context
Students focus on the development of technical drawing methods for specified contexts, including environmental and
industrial design fields. Key knowledge and key skills are more specific about two- and three-dimensional drawing.
Area of Study 2: Type and imagery
Students focus on creating visual communications through type and image. Students are required to manipulate type
and images with respect to appropriate copyright and ethical obligations.
Area of Study 3: Applying the design process
Students engage in the design process through responding to a given brief. Key aspects of the design process identified
in the cross study specifications address either communication, environment or industrial design fields.
Outcomes:
Assessment:
1. Create presentation drawings that incorporate relevant
technical drawing conventions and effectively
communicate information and ideas for a selected design
field.
2. Manipulate type and images to create visual
communications suitable for print and screen-based
presentations, taking into account copyright.
3. Engage in stages of the design process to create a visual
communication appropriate to a given brief.
Assessment tasks are selected from the following:
• folio of observational, visualisation and presentation
drawings created using manual and/or digital methods
• final presentations created using manual and/or digital
methods
• written report of a case study
• annotated visual report of a case study
• oral report of a case study supported by written notes
and/or visual materials.
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Visual Communication Design Units 3 & 4
Unit 3: Design thinking and practice
Area of Study 1: Analysis and practice in context
This study provides students with drawing experience across the three areas of design: communication, environmental
and industrial. Students research and analyse the components of existing visual communications. Students use
technical drawing conventions and both manual and digital methods to support drawing production.
Area of Study 2: Design industry practice
Students investigate case studies to research the role of the brief, the design process and practices within contemporary
Australian and international contexts. Research includes identifying social, ethical and environmental factors that
influence design decisions and an investigation of how visual communication designs are produced.
Area of Study 3: Developing a brief and generating ideas
This study develops student’s understanding of the three stages of the design process: development of a brief, research,
and the generation of ideas.
Outcomes:
Assessment:
1. Create visual communications for specific contexts,
purposes and audiences that are informed by their
analysis of existing visual communications.
2. Describe how visual communications are designed and
produced in the design industry and explain factors that
influence these practices.
3. Apply design thinking skills in preparing a brief,
undertaking research and generating a range of ideas
relevant to the brief.
Outcome 1: School-assessed coursework
_ / 75 marks
Outcome 2: School-assessed coursework
_ / 25 marks
Outcomes 1-2:
Contributes 20% to study score
Outcome 3: School-assessed task
See Unit 4
Unit 4: Design development and presentation
Area of Study 1: Development of design concepts
Students undertake two separate design processes for two distinct concepts. They employ design thinking to select and
apply a range of manual and digital methods, materials, media, design elements, design principles, presentation
formats and conventions to develop concepts.
Area of Study 2: Final presentations
This study focuses on the production and refinement of two final presentations.
Area of Study 3: Evaluation and explanation
Students reflect, evaluate and present a pitch that supports the final presentations. To develop the pitch, students refer
to their brief and use their annotations made during the design process. They synthesise information, evaluate the
effectiveness of their visual communication presentations and make a presentation to an audience.
Outcomes:
Assessment:
1. Develop distinctly different design concepts for each
need, and select and refine for each need a concept that
satisfies each of the requirements of the brief.
2. Produce final visual communication presentations that
satisfy the requirements of the brief.
3. Devise a pitch to present and explain their visual
communications to an audience and evaluate the visual
communications against the brief.
Outcome 1: School-assessed task
_ / 50 marks
Outcome 2: School-assessed task
Outcomes 1-2:
Contributes 40% to study score
Outcome 3: School-assessed coursework
_ / 20 marks
Outcome 3:
Contributes 5% to study score
End of year exam:
Contributes 35 % to study score
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